BV  2090  . L565  1923 
Lobingier,  John  Leslie,  1884 

World-friendship  through  the 

rhnrrh  srhnnl 


The  University  of  Chicago  Publications 
in  Religious  Education 


EDITED  BY 

ERNEST  D.  BURTON  SHAILER  MATHEWS 
THEODORE  G.  SOARES 


PRINCIPLES  AND  METHODS  OF  RELIGIOUS 

EDUCATION 


Digitized  by  the  Internet  Archive 
in  2019  with  funding  from 
Princeton  Theological  Seminary  Library 


https://archive.org/details/worldfriendshiptOOIobi_O 


WORLD-FRIENDSHIP  THROUGH 
THE  CHURCH  SCHOOL 


THE  UNIVERSITY  OF  CHICAGO  PRESS 
CHICAGO,  ILLINOIS 


THE  BAKER  &  TAYLOR  COMPANY 

NEW  YOKE 


THE  CAMBRIDGE  UNIVERSITY  PRESS 

LONDON 

THE  MARUZEN-KABUSHIKI-KAISHA 

TOKYO,  OSAKA,  KYOTO,  FUKUOKA,  SENDAI 

THE  MISSION  BOOK  COMPANY 


SHANGHAI 


World-Friendship  Through 
the  Church  School 

A  Training  Course  for 
Church  Workers 


John  Leslie  Lobingier 

Educational  Pastor ,  United  Church 
Oberlin>  Ohio 


THE  UNIVERSITY  OF  CHICAGO  PRESS 
CHICAGO,  ILLINOIS 


Copyright  1923  By 
The  University  of  Chicago 


All  Rights  Reserved 


Published  February  1923 


Composed  and  Printed  By 
The  University  of  Chicago  Press 
Chicago,  Illinois,  U.S.A. 


TO  MY  WIFE 


GENERAL  PREFACE 


The  progress  in  religious  education  in  the  last  few 
years  has  been  highly  encouraging.  The  subject 
has  attained  something  of  a  status  as  a  scientific 
study,  and  significant  investigative  and  experimen¬ 
tal  work  has  been  done.  More  than  that,  trained 
men  and  women  in  increasing  numbers  have  been 
devoting  themselves  to  the  endeavor  to  work  out 
in  churches  and  Sunday  schools  the  practical  prob¬ 
lems  of  organization  and  method. 

It  would  seem  that  the  time  has  come  to  pre¬ 
sent  to  the  large  body  of  workers  in  the  field 
of  religious  education  some  of  the  results  of  the 
studies  and  practice  of  those  who  have  attained 
a  measure  of  educational  success.  With  this  end 
in  view  the  present  series  of  books  on  “  Principles 
and  Methods  of  Religious  Education”  has  been 
undertaken. 

It  is  intended  that  these  books,  while  thoroughly 
scientific  in  character,  shall  be  at  the  same  time 
popular  in  presentation,  so  that  they  may  be  avail¬ 
able  to  Sunday-school  and  church  workers  every¬ 
where.  The  endeavor  is  definitely  made  to  take 
into  account  the  small  school  with  meager  equip¬ 
ment,  as  well  as  to  hold  before  the  larger  schools 
the  ideals  of  equipment  and  training. 


IX 


X 


General  Preface 


The  series  is  planned  to  meet  as  far  as  possible 
all  the  problems  that  arise  in  the  conduct  of  the  edu¬ 
cational  work  of  the  church.  While  the  Sunday 
school,  therefore,  is  considered  as  the  basal  organi¬ 
zation  for  this  purpose,  the  wider  educational  work 
of  the  pastor  himself  and  that  of  the  various  other 
church  organizations  receive  due  consideration  as 
parts  of  a  unified  system  of  education  in  morals 
and  religion. 


The  Editors 


CONTENTS 


PAGE 


Introductory  Statement .  i 

STUDY 

1.  A  World-Friendship  Program .  4 

2.  The  Element  of  Knowledge . n 

3.  A  Program  of  Giving . 20 

4.  A  Program  of  Service  and  Activity  ...  28 

5.  The  Denominational  Program  and  Denomina¬ 
tional  Helps . 35 

6.  A  Program  for  Kindergarten  and  Primary 

Pupils . 42 

7.  A  Program  for  the  Junior  Age . 51 

8.  A  Program  for  the  Junior  High  School  Age  .  64 

9.  A  Program  for  the  High-School  Age  ...  72 

10.  A  Program  for  Young  People  and  Adults  .  80 

Index . 89 


xi 


INTRODUCTORY  STATEMENT 


It  is  scarcely  necessary  to  argue  the  importance 
of  world-friendship.  For  purely  economic  and 
political  reasons,  people  are  everywhere  striving 
to  see  with  vision  unbounded  by  narrow,  pro¬ 
vincial  barriers.  Every  reminder  of  the  Great 
War,  in  speech,  on  screen,  or  printed  page,  drives 
home  the  conviction  that  a  narrow  provincialism 
is  one  of  the  inheritances  of  the  past  which  the 
world  cannot  afford  to  retain.  Provincialism  may 
bound  its  area  by  church  walls,  or  by  municipal 
limits,  or  by  the  boundaries  of  the  nation;  in  any 
case  it  is  provincialism,  and  needs  to  be  supplanted 
by  world-friendship.  Without  the  world-outlook 
the  Christian  ideal  of  brotherhood  cannot  exist. 

This  ideal  of  world-friendship  has  to  do  with 
knowledge,  and  with  mental  attitudes,  and  with 
activities  and  habits  of  life.  It  is  therefore  a 
matter  of  education,  and  as  such  it  is  a  problem  for 
the  school  of  the  church.  If  this  is  an  educational 
problem,  it  must  be  so  treated,  and  the  cause  of 
world-friendship  must  not  be  left  to  chance,  nor 
delegated  to  a  zealous  minority  in  the  church,  nor 
must  it  become  the  victim  of  high-pressure  methods. 

This  is  one  of  the  significant  problems  with 
which  the  church  school  must  deal.  The  church 


2 


W  orld-Friendship 


must  give  thoughtful  and  intelligent  consideration 
to  the  task  of  determining  how  the  spirit  and  prac¬ 
tice  of  universal  Christian  friendliness  may  be 
included  in  its  program.  It  must  have  a  definite 
method  by  which  it  can  train  its  children  and  young 
people  in  this  direction. 

It  is  appropriate,  therefore,  that  church  leaders, 
church-school  teachers  and  supervisors,  and  other 
interested  church  members,  give  careful  considera¬ 
tion  to  this  phase  of  their  educational  program. 
Each  church  must  work  out  its  own  program,  de¬ 
veloped  intelligently  by  its  own  workers.  How¬ 
ever  many  suggestions  may  come  from  without, 
each  church  group  needs  conference,  discussion, 
and  careful  planning  of  its  own. 

This  little  book  is  designed  to  be  a  practical 
guide  to  the  leader  of  a  group  attempting  to  develop 
a  program  of  Christian  friendliness  and  world- 
service  for  its  own  particular  church.  Each  of  the 
ten  studies  is  arranged  in  the  form  of  a  lesson  out¬ 
line  so  that  it  may  be  easily  used  by  the  leader  of 
limited  experience.  The  experienced  teacher,  on 
the  other  hand,  will  no  doubt  find  it  desirable  to 
rebuild  the  lesson  plans  according  to  his  own 
method.  It  is  hoped  that  this  course  may  be 
found  profitable  for  use  in  teacher-training  classes, 
mid-week  meetings  of  the  church,  adult  classes 
desiring  a  short  course,  or  at  workers’  confer¬ 


ences. 


Introductory  Statement 


3 


When  a  group  makes  use  of  this  course  to  study 
its  present  and  possible  program  of  world-friendship, 
it  is  important  that  it  take  steps  to  conserve 
the  results  of  its  work.  When  it  has  decided  upon 
an  appropriate  program  for  its  own  particular 
church,  it  should  put  it  into  form,  give  it  publicity, 
and  bring  it  before  the  proper  committee  or  official 
body  of  the  church  for  adoption.  In  so  doing, 
however,  it  should  be  more  ready  than  any  others 
to  insist  that  all  such  programs  are  tentative,  and 
that  constant  revision  of  the  program  will  be 
necessary  on  the  basis  of  new  knowledge  growing 
out  of  new  effort  and  experience. 


STUDY  1 


A  WORLD-FRIENDSHIP  PROGRAM 
Aim  of  This  Lesson 

1.  To  bring  out  clearly  the  reasons  why  the 
church  must  continue  to  promote  the  missionary 
project. 

2.  To  develop  the  conviction  that  to  achieve 
this  end  there  must  be  a  definite  and  compre¬ 
hensive  program. 

3.  To  indicate  the  chief  elements  in  such  a 

* 

program. 

Approach 

As  a  church,  and  as  a  denomination,  our  prac¬ 
tice  indicates  a  belief  in  the  cause  of  world-service. 
Our  money  has  gone  to  benevolences,  both  locally 
and  in  remote  quarters  of  our  country,  as  well  as 
to  education,  relief,  religious  work,  and  philan¬ 
thropy  in  other  nations. 

(As  indicated  by  the  last  annual  reports,  state  the 
amounts  contributed  by  the  denomination  during  the  past 
year  for  all  forms  of  missions  and  benevolences.  Figure 
this  out  on  the  per  capita  basis. 

Make  a  statement  also  as  to  the  contributions  of  the 
local  church,  through  church  channels,  to  all  forms  of 
outside  service,  making  this  report  also  on  the  per  capita 
basis.) 


4 


A  World-Friendship  Program 


5 


There  is  value  in  getting  back  of  our  practice 
to  our  motives.  Is  our  missionary  practice  due  to 
deep  conviction  or  to  custom  and  tradition  ? 

There  is  value  also  in  looking  somewhat  criti¬ 
cally  into  our  practice.  To  what  extent  is  this 
practice  of  ours  part  of  a  carefully  determined 
program  ?  To  what  degree  is  it  tending  to  promote 
world-friendship  on  the  part  of  our  own  group  ? 

Presentation 

i.  Why  the  church  is  justified  in  continuing  its 
missionary  efforts 

(Develop  as  many  reasons  as  possible  from  the  class, 
noting  them  on  the  blackboard.  Add  additional  reasons 
that  may  not  be  suggested  by  the  class.  The  list  may 
contain  such  points  as  the  following) 

(1)  The  results  of  the  missionary  endeavor  of 
the  last  century  or  more  justify  the  continuance  of 
the  work. 

(2)  The  whole  spirit  of  Christianity,  as  ex¬ 
pressed  repeatedly  in  the  New  Testament,  and  as 
manifest  in  the  very  genius  of  the  Christian  religion 
itself,  looks  toward  the  idea  of  world-friendship 
and  the  practice  of  sharing  with  others. 

(3)  To  the  extent  to  which  a  church  concerns 
itself  with  human  need  in  any  other  part  of  the 
world,  there  comes  back  upon  that  church  as  a  reflex 
influence  a  new  strength  for  its  local  tasks  and  such 
satisfaction  as  always  comes  to  those  who  serve. 


6 


World-Friendship 


(4)  The  fact  of  world-interrelations  and  the 
idea  of  internationalism  and  world-friendship  are 
close  akin  to  the  missionary  project.  For  political 
and  economic  reasons,  we  are  feeling  the  necessity 
of  cultivating  closer  world-ties.  The  missionary 
efforts  of  the  past  have  helped  to  pave  the  way  for 
such  relationships.  The  growing  desire  for  such 
relationships,  moreover,  must  spur  the  church  on 
to  new  missionary  efforts.  The  growing  concep¬ 
tion  of  the  oneness  of  the  world,  producing  as  it 
does  a  tendency  against  the  use  of  the  term  “mis¬ 
sionary,”  is  increasing  the  feeling  that  world-service 
and  world-friendship  and  the  growth  of  the  Chris¬ 
tian  church  throughout  the  world  are  thoroughly 
sane  and  normal  ideals. 

2.  Why  the  church  should  have  as  part  of  its  edu¬ 
cational  scheme  a  definite  program  of  world¬ 
wide  extension  and  world-service 

(Develop  reasons  from  the  class,  supplementing  those 
given  if  necessary.  Perhaps  the  list  will  include  such  as 
these) 

(1)  If  this  work  is  to  be  carried  on  with  per¬ 
manency,  it  must  be  made  a  part  of  the  church’s 
educational  program.  What  is  done  must  be 
done  intelligently  and  consistently.  Missionary 
education  is  not  separate  from  but  a  part  of  the 
whole  scheme  of  religious  education. 

(2)  The  heart  of  the  world-friendship  problem 
is  the  training  of  children  and  young  people  and 


A  World-Friendship  Program  7 

adults  so  that  they  may  possess  the  mental  atti¬ 
tude  of  friendliness,  such  knowledge  of  the  lives 
and  ways  of  others  as  will  serve  as  a  foundation 
for  intelligent  action,  the  ability  to  do  what  one 
of  such  an  age  ought  to  do  in  the  matter  of  world- 
friendship,  and  the  habit  of  service  for  others  with¬ 
out  regard  to  racial  barriers.  This  being  the  case, 
our  first  concern  is  not  the  success  of  a  far-away 
cause,  but  the  training  of  near-at-hand  personalities. 
This  entire  project  is  therefore  a  part  of  the 
church’s  educational  plan. 

(3)  Without  a  definite  program  there  is  scant 
chance  for  success. 

Question:  Does  this  church  have  a  definite  program  of 
world-friendship  and  service  ? 

Question:  If  the  answer  to  the  foregoing  question  is 
affirmative,  what  is  that  program  as  applied  to  the  com¬ 
munity?  to  the  nation?  to  the  larger  world? 

Question:  What  is  that  program  as  applied  to  kinder¬ 
garten  children  ?  to  the  junior  age  ?  to  the  young  people’s 
group  ? 

Much  of  our  present  weakness  is  due  to  lack  of  a 
definite  program.  Much  good  service  is  done ;  much 
money  is  given  for  unselfish  causes;  many  are  inter¬ 
ested.  But  is  there  a  church  program  of  world- 
friendship  and  service;  graded ,  so  that  it  is  adapted 
to  the  various  ages;  complete ,  in  that  it  includes 
all  the  elements  that  should  be  included;  definite 
in  aim ,  indicating  a  clear  understanding  of  what 
ought  to  be  accomplished  ? 


8 


W  orld-F  riendship 


3.  Elements  in  such  a  program 

Since  our  aim  has  to  do  with  the  development  of 
certain  abilities  and  habits,  based  on  service  and 
knowledge,  there  must  be  provision  in  the  complete 
program  for: 

(1)  Knowledge  of  the  facts,  needs,  and  results 
of  the  world-friendship  enterprise. 

(2)  Financial  gifts,  based  on  interest  and  under¬ 
standing,  made  regularly  and  systematically. 

(3)  Personal  activity,  including  worship,  and 
service  for  others. 

Such  a  program  ought  to  be  carried  on  by 
methods  that  tend  to  create  permanent  interest 
and  loyalty  in  this  direction.  In  succeeding 
studies  we  shall  consider  how  to  develop  a  program 
along  these  lines,  in  order  to  secure  permanent 
interest  in  the  cause  of  world-service  and  the 
ability  to  perform  that  service  effectively. 

Conclusion 

It  is  important  not  simply  that  this  church 
shall  be  regarded  as  a  “  missionary  ”  church, 
because  of  the  amount  of  its  contributions,  or 
because  of  any  other  superficial  reason,  but  that 
its  reputation  in  that  direction  shall  be  due  to  the 
fact  that  it  is  developing  a  generation  of  young 
people  with  an  appreciative  understanding  of  the 
people  of  other  communities  and  races,  and  an 
attitude  of  friendliness  toward  them,  and  with  a 


A  World-Friendship  Program 


9 


growing  sense  of  brotherliness  that  both  finds 
expression  in,  and  also  results  from,  Christian 
service. 

Assignment 

Assign  to  various  members  of  the  class  the  fol¬ 
lowing  tasks  (only  one  assignment  to  a  person) : 

1.  Make  a  list  of  magazines  helpful  in  develop¬ 
ing  the  ideal  of  world-friendship. 

2.  Make  a  list  of  books  appropriate  for  primary 
children  to  read  as  an  aid  to  the  attitude  of  world- 
friendship.1 

3.  Do  the  same  for  children  of  the  junior  age.1 

4.  Do  the  same  for  children  of  the  junior  high 
school  (intermediate)  age.1 

5.  Do  the  same  for  young  people  of  the  high- 
school  (senior)  department.1 

6.  Examine  the  courses  of  study  used  in  your 
junior  department,  and  report  on  the  relative 
amount  of  material  that  will  tend  to  develop  the 
world-friendship  idea. 

7.  Examine  the  courses  of  other  departments 
with  the  same  purpose  in  view. 

1  In  the  preparation  of  such  lists,  help  may  be  secured  from 
the  denominational  missionary  headquarters;  from  the  Mis¬ 
sionary  Education  Movement,  150  Fifth  Avenue,  New  York; 
and  from  such  sources  as  the  following:  Loveland,  Training 
World  Christians,  pp.  235  fL;  Hutton,  The  Missionary  Education 
of  Juniors,  pp.  127-32;  Brown,  The  Why  and  How  of  Missions 
in  the  Sunday  School,  pp.  115-27. 


IO 


World-Friendship 


Readings  on  This  Lesson 

Betts,  George  H.  How  to  Teach  Religion,  chaps,  iii 
and  v.  Abingdon  Press,  1919. 

Bobbitt,  Franklin.  Curriculum-making  in  Los  Angeles, 
section  on  religious  attitudes  and  activities.  University 
of  Chicago  Press,  1922. 

Coe,  George  A.  A  Social  Theory  of  Religious  Educa¬ 
tion,  chaps,  v  and  vi.  Charles  Scribner’s  Sons,  1917. 

The  Congregational  Education  Society.  Principles 
and  Methods  of  Missionary  Education. 

Diffendorfer,  Ralph  E.  Missionary  Education  in 
Home  and  School,  chaps,  ii-iv.  Abingdon  Press,  1917. 

Hartman,  Gertrude.  The  Child  and  His  School ,  pp.  155- 
61.  E.  P.  Dutton  and  Co.,  1922. 

Hartshorne,  Hugh.  Childhood  and  Character ,  chaps,  xi- 
xiii.  Pilgrim  Press,  1919. 

McLean,  A.  Where  the  Book  Speaks.  F.  H.  Revell 
Co.,  1907, 


STUDY  2 


THE  ELEMENT  OF  KNOWLEDGE 
Aim  of  This  Lesson 

1.  To  indicate  what  type  of  information  is 
essential  for  the  development  of  the  world-friend¬ 
ship  viewpoint. 

2.  To  suggest  the  methods  by  which  that 
information  may  be  given. 

Approach 

In  our  previous  discussion  we  agreed  upon  three 
essential  elements  in  a  program  of  training  in 
world-friendship,  of  which  the  first  is  knowledge  of 
facts,  and  needs,  and  results. 

Question:  Why  should  such  importance  be  attached  to 
the  element  of  knowledge?  Why  should  instruction  be 
given  so  primary  a  place  ? 

(Let  the  discussion  make  it  clear  that  without  a  pro¬ 
gram  of  instruction,  and  without  the  background  of  knowl¬ 
edge,  it  is  impossible 

1.  To  develop  an  interest  in  community  service,  mis¬ 
sions,  and  benevolences,  for  there  can  be  no  interest  where 
there  is  no  understanding. 

2.  To  develop  friendly  attitudes,  for  there  can  be  no 
attitude  of  friendship  toward  those  of  whom  we  have  but 
little  knowledge. 


12 


World-Friendship 


3.  To  secure  financial  support  and  personal  service,  for 
it  is  unreasonable  to  expect  people  to  sacrifice  for  a  cause  in 
which  they  have  developed  no  interest. 

4.  To  operate  the  agencies  of  benevolence  on  a  perma¬ 
nent  basis,  for  the  permanent  operation  of  such  agencies  is 
assured  only  when  their  constituents  are  devoted  to  them 
because  they  have  a  thorough  understanding  of  the  work 
that  they  do  and  of  the  reasons  for  doing  such  work.) 

Presentation 

1.  Types  of  knowledge 

Recognizing  the  importance  of  the  instructional 
element  in  the  program,  our  first  problem  is  to 
determine  the  types  of  knowledge  that  maybe 
considered  essential.  By  this  it  is  not  meant  that 
a  child  of  twelve,  for  example,  should  possess  all 
the  essential  types  of  knowledge,  even  in  an  ele¬ 
mentary  way.  We  are  thinking,  however,  of 
types  of  knowledge  that  should  be  included  in  a 
church’s  total  program  of  world-service. 

Information  along  at  least  nine  lines  should 
be  the  church’s  aim : 

(1)  Knowledge  of  the  local  community,  its 
population,  government,  social  and  welfare  insti¬ 
tutions,  schools,  churches,  etc.,  together  with  a 
knowledge  of  its  needs. 

(2)  Knowledge  of  our  own  country,  with  its 
places  and  peoples  of  greatest  need. 

(3)  Knowledge  of  the  history,  literature,  govern¬ 
ment,  child  life,  social  life,  educational  opportuni- 


The  Element  of  Knowledge 


13 


ties,  medical  advantages,  religious  conditions,  etc., 
of  other  lands,  considered  appreciatively.1 

(4)  Knowledge  of  the  religions  of  the  world — • 
their  history,  main  teachings,  fields  of  operation, 
effects,  etc. 

(5)  Knowledge  of  the  work  and  achievements 
of  Christian  missions  in  the  various  countries  of 
the  world. 

(6)  Knowledge  of  present-day  happenings  and 
the  present-day  progress  of  Christian  work  in  the 
world,  requiring  that  one  keep  up  to  date  in  this 
as  he  would  expect  to  keep  up  to  date  in  other 
fields. 

(7)  Knowledge  of  the  lives  and  work  of  the 
great  social  reformers  and  missionaries  of  note. 

(8)  Knowledge  of  one’s  own  denominational 
organizations  for  missions  and  benevolences,  and 
also  for  similar  interdenominational  organizations. 

(9)  Knowledge  of  agencies  attempting  to  bring 
about  world-friendship,  world-peace,  and  the  inter¬ 
national  spirit  of  good  will,  together  with  the  pro¬ 
grams  of  such  agencies;  e.g.,2  American  Peace 
Society,  612  Colorado  Building,  Washington,  D.C.; 

1  A  valuable  bibliography  for  the  study  of  other  nations, 
including  books  appropriate  for  children  of  the  elementary-school 
age,  may  be  found  in  Gertrude  Hartman’s  The  Child  and  His 
School ,  pp.  221-48,  E.  P.  Dutton  and  Co.  Books  are  suggested 
for  practically  every  country  in  the  world. 

2  For  an  extended  list  of  agencies  of  this  kind,  see  S.  L.  Gulick, 
The  Christian  Crusade  for  a  Warless  World,  Macmillan  Co.,  1922. 


14 


W  orld-F  riendship 


Carnegie  Endowment  for  International  Peace, 
2  Jackson  Place,  Washington,  D.C.;  Church 
Peace  Union,  70  Fifth  Avenue,  New  York,  N.Y.; 
Commission  on  International  Justice  and  Good 
Will  of  the  Federal  Council  of  the  Churches  of 
Christ  in  America,  105  East  Twenty-second  Street, 
New  York,  N.Y.;1  Fellowship  of  Reconciliation, 
1 18  East  Twenty-eighth  Street,  New  York,  N.Y.; 
World-Peace  Foundation,  40  Mt.  Vernon  Street, 
Boston,  Massachusetts. 

(Have  members  of  the  class  add  to  this  list  if  they  can 
suggest  other  essential  types  of  knowledge,  not  logically 
included  among  the  nine  items  mentioned.) 

1 A  significant  declaration  of  the  Federal  Council  of  the 
Churches  of  Christ  in  America  is  its  statement  of  International 
Ideals,  adopted  at  its  meeting  in  Chicago,  in  December,  1921: 

1.  We  believe  that  nations  no  less  than  individuals  are 
subject  to  God’s  immutable  moral  laws. 

2.  We  believe  that  nations  achieve  true  welfare,  greatness, 
and  honor  only  through  just  dealing  and  unselfish  service. 

3.  We  believe  that  nations  that  regard  themselves  as  Chris¬ 
tian  have  special  international  obligations. 

4.  We  believe  that  the  spirit  of  Christian  brotherliness  can 
remove  every  unjust  barrier  of  trade,  color,  creed,  and 
race. 

5.  We  believe  that  Christian  patriotism  demands  the  prac¬ 
tice  of  good  will  between  nations. 

6.  We  believe  that  international  policies  should  secure 
equal  justice  for  all  races. 

7.  We  believe  that  all  nations  should  associate  themselves 
permanently  for  world-peace  and  good  will. 

8.  We  believe  in  international  law,  and  in  the  universal 
use  of  international  courts  of  justice  and  boards  of  arbi¬ 
tration. 

9.  We  believe  in  a  sweeping  reduction  of  armaments  by  all 
nations. 

10.  We  believe  in  a  warless  world,  and  dedicate  ourselves 
to  its  achievement. 


The  Element  of  Knowledge 


i5 


2.  Methods 

Our  second  problem  is  to  discover  the  best 
methods  by  which  knowledge  along  these  lines  may 
be  secured.  At  least  the  following  methods  should 
be  considered: 

(1)  Reading: 

(Ask  for  the  report  from  the  class  member  who  at  the 
last  meeting  was  assigned  the  task  of  making  a  list  of  maga¬ 
zines  helpful  in  developing  the  ideal  of  world-friendship. 
Secure  additional  suggestions  from  the  class,  having  each 
member  copy  the  entire  list  in  his  notebook. 

The  list  should  include  magazines  not  generally  regarded 
as  missionary,  e.g.,  Asia,  China  Review ,  Far  East  Review , 
Trans-Pacific ,  Weekly  Review  of  the  Far  East,  Korean  Review, 
World’s  Work,  Japan  Review,  the  South  American,  National 
Geographic  Magazine,  New  Armenia,  New  Palestine,  the 
Christian  Union  Quarterly ,  etc. 

The  list  should  also  include  magazines  generally  recog¬ 
nized  as  missionary,  e.g.,  the  Internaticmal  Review  of  Mis¬ 
sions,  the  Missionary  Review  of  the  World,  the  Moslem 
World,  Everyland,  and  such  denominational  magazines  as  the 
Missionary  Herald,  World  Call,  Assembly  Herald,  Woman’s 
Work,  the  Spirit  of  Missions ,  the  Foreign  Missionary, 
Woman’s  Missionary  Friend,  the  Missionary  Voice,  Missions, 
the  American  Friend,  the  American  Missionary,  etc. 

Call  for  the  reports  of  the  class  members  assigned  to 
the  topics  asking  for  a  list  of  books  helpful  in  developing 
the  spirit  of  world-friendship,  for  each  of  the  various  age- 
groups.  Secure  additional  suggestions  from  the  class,  having 
each  member  retain  the  complete  list  in  his  notebook.) 

Many  travel  books  should  be  included  in  such  lists,  as 
well  as  the  books  written  with  the  missionary  motive. 


i6 


World-Friendship 


Question:  What  steps  can  this  church  take  to  increase  the 
reading  of  such  books  and  magazines  as  have  been  mentioned  ? 

(2)  Courses  of  study: 

(Call  for  reports  on  the  assignments  made  at  the  last 
session,  as  to  the  lessons  in  each  grade  of  the  course  of  study- 
in  use  in  your  church  school,  that  should  tend  to  give 
information  of  value  in  training  Christians  to  the  ideal 
of  world-service.  Many  courses  of  study,  not  regarded  as 
“missionary,”  will  reveal  an  amazingly  large  amount  of 
material  of  this  kind.) 

Question:  Is  it  proper  to  include  at  any  point,  or  points, 
in  the  church-school  curriculum  an  entire  year’s  course  on 
some  phase  of  the  world-friendship  program?  (For  ex¬ 
ample,  “The  Conquering  Christ.”) 

Question:  Is  it  appropriate  to  include  short  courses  of 
this  nature  during  the  summer  session  of  the  church  school, 
e.g.,  the  study  books  written  for,  and  recommended  by,  the 
Missionary  Education  Movement? 

(3)  Lectures: 

(Include  stereopticon  lectures.  The  mission  boards 
have  large  collections  of  slides  available  for  such  purposes.) 

(4)  Stories,  teachers’  illustrations,  and  inci¬ 
dental  references: 

(Discuss  the  best  sources  for  appropriate  stories,  and 
the  art  of  story-telling.  The  most  effective  instruction 
looking  toward  the  development  of  the  world-outlook  may 
be  given  indirectly  by  a  teacher  who  possesses  a  reserve 
fund  of  material  to  be  used  at  the  appropriate  time.  The 
teacher  who  builds  up  his  own  material  for  illustration  and 
incidental  reference,  using  a  card  file  or  loose-leaf  notebook, 
will  have  a  source  book  more  valuable  for  his  own  use  than 
any  published  book  of  stories.) 


The  Element  of  Knowledge 


i7 


(5)  Dramatization: 

The  value  of  the  dramatic  method  is  based  on 
the  sound  principle  of  learning  by  doing.  One 
who  acts  out  a  certain  experience  enters  into  an 
appreciation  of  that  experience  that  is  otherwise 
impossible.  Dramatization  should  be  so  used  as  to 
be  a  delight,  and  not  a  burden,  to  the  participant. 
Especially  with  children  up  to  the  high-school  age, 
the  informal  method  is  to  be  preferred,  whereby 
they  make  their  own  plays  from  stories  of  value. 
When  the  more  formal  method  is  adopted,  however, 
and  plays  already  written  are  used  for  this  pur¬ 
pose,  the  leader  should  be  careful  to  avoid  plays 
that  have  comparatively  little  action,  and  that  use 
the  dialogue  form  unduly,  with  long  speeches,  mani¬ 
festly  for  the  purpose  of  moralizing  on  missions. 

(6)  Debates  and  reports  at  class  and  depart¬ 
mental  meetings. 

(7)  Pictures,  posters,  exhibits,  curios,  for  class¬ 
rooms  or  for  some  particular  part  of  the  building: 

Question:  In  our  own  church  what  rooms  could  be  used 
for  such  purposes?  Who  should  select  or  prepare  such 
pictures  or  posters,  and  what  ought  they  to  represent  ?  What 
practical  steps  could  we  take  to  secure  an  exhibit  room 
for  a  collection  of  materials  that  would  give  knowledge  of  the 
customs  and  social  and  religious  practices  of  other  peoples  ? 

(8)  Periods  of  worship: 

Question:  In  what  way  can  such  periods,  if  they  are 
confined  to  real  worship,  have  instructional  value  in  pro¬ 
moting  the  world-friendship  idea  ? 


i8 


World-Friendship 


Conclusion 

In  carrying  out  our  instructional  program,  we 
must  approach  those  who  are  to  be  taught,  both 
young  and  old,  from  various  angles  and  by  means 
of  various  methods,  some  direct  and  some  indirect. 
Methods  will  differ  with  different  age-groups,  but 
every  approved  method  of  instruction  must  find 
a  place  in  the  complete  program. 

Assignment 

Assign  to  different  groups  in  the  class  (only  one 
topic  to  a  person) : 

1.  Look  in  the  church  library,  and  in  the  public 
library,  ai}d  find  out  how  many  books  listed  in  the 
class  today  are  available  for  local  use. 

2.  Do  the  same  with  the  magazines  listed  above. 

3.  Write  briefly  on  the  topic:  “Money-Raising 
vs.  Money-Giving.” 

4.  Write  briefly  on  the  topic:  “For  What 
Purposes  Should  the  Gifts  of  Children  in  the 
Church  School  Be  Used?” 

Readings  on  This  Lesson 

Barton,  George  A.  The  Religions  of  the  World.  Uni¬ 
versity  of  Chicago  Press,  1917. 

Bryant,  Sara  C.  How  to  Tell  Stories  to  Children. 
Houghton  Mifflin  Co.,  1905. 

Committee  on  the  War  and  the  Religious  Outlook. 
The  Missionary  Outlook  in  the  Light  of  the  War.  Associa¬ 
tion  Press,  1920. 


The  Element  of  Knowledge 


19 


Eggleston,  Margaret  W.  The  Use  of  the  Story  in  Reli¬ 
gious  Education.  George  FL  Doran  Co.,  1920. 

Hartman,  Gertrude.  The  Child  and  His  School , 
pp.  221-48.  E.  P.  Dutton  and  Co.,  1922. 

Loveland,  Gilbert.  Training  World  Christians ,  chap.  vi. 
Methodist  Book  Concern,  1921. 

Miller,  Elizabeth  E.  (Elizabeth  M.  Lobingier).  Drama¬ 
tization  in  the  Church  School.  University  of  Chicago  Press, 
1923. 

- .  The  Dramatization  of  Bible  Stories.  Uni¬ 
versity  of  Chicago  Press,  1918. 

Moore,  Edward  C.  The  Spread  of  Christianity  in  the 
Modern  World.  University  of  Chicago  Press,  1919. 

Soper,  Edmund  D.  The  Religions  of  Mankind.  Abing¬ 
don  Press,  1921. 

Various  courses  of  study  for  the  church  school,  e.g., 
“International  Graded  Courses,”  “Constructive  Studies” 
(University  of  Chicago  Series),  “Completely  Graded  Series” 
(Scribner),  “Beacon  Series,”  “Christian  Nurture  Series,” 
etc. 

Willcox,  Helen  L.  Mission  Study  through  Educational 
Dramatics.  Interchurch  World  Movement,  1920. 


STUDY  3 


A  PROGRAM  OF  GIVING 
Aim  of  This  Lesson 

1.  To  determine  the  fundamental  principles  by 
which  a  church  should  be  guided  in  matters  of 
finance. 

2.  To  outline  a  possible  program  of  giving, 
indicating  how  it  should  vary  with  the  different 
age-groups. 

Approach 

Question:  By  what  test  do  most  people  pass  judgment 
upon  a  church  as  to  whether  or  not  it  is  a  successful  institu¬ 
tion,  in  its  service  and  benevolence  work  ? 

(It  will  probably  be  agreed  that  the  most  com¬ 
mon  test  is  the  size  of  the  church’s  missionary  and 
benevolence  contributions.) 

The  financial  test  is  not  sufficient.  A  church 
may  give  largely  to  such  causes  without  being  a 
successful  missionary  institution.  Unless  the  giv¬ 
ing  has  itself  been  put  on  an  educational  basis  so 
that  simultaneously  with  the  large  gifts  there  has 
been  the  right  kind  of  development  among  the 
givers,  it  cannot  be  said  that  the  giving  program 
of  such  a  church  is  a  success. 


20 


A  Program  of  Giving 


21 


Presentation 

i.  Guiding  principles 

Let  us  consider  in  the  first  place  some  of  the 
principles  by  which  we  ought  to  be  guided  in 
developing  our  giving  program  in  the  church  school : 

(1)  The  entire  expense  involved  in  the  opera¬ 
tion  of  the  church  school  should  be  borne  by  the 
church  itself.  This  is  the  school  of  the  church, 
and  the  budget  of  the  church  should  make  provision 
for  its  own  educational  projects.  It  would  be  as 
reasonable  to  attempt  to  conduct  the  elementary 
and  high  schools  during  the  week  on  the  basis  of 
voluntary  offerings  from  the  boys  and  girls  as  to 
conduct  the  school  of  the  church  on  that  basis. 

(If  there  is  discussion  on  this  principle,  see  that  the 
emphasis  is  laid  upon  such  points  as  these: 

a)  The  effect  of  the  plan  suggested  upon  the  popular 
esteem  in  which  the  school  is  held  by  the  members  and 
officers  of  the  church. 

b)  The  fact  that  in  the  long  run  such  a  plan  is  probably 
no  more  costly  to  the  church  than  any  other  scheme. 

c )  The  fact  that  such  a  plan  opens  the  way  for  a  pro¬ 
gram  of  educational  giving,  otherwise  impossible.) 

(2)  The  gifts  of  members  of  the  church  school 
should  be  for  some  worthy  cause  other  than  the 
maintenance  of  their  own  school. 

(Call  for  the  reading  of  one  or  two  of  the  brief  papers 
assigned  at  the  last  session  of  the  class,  on  the  subject: 
“For  What  Purposes  Should  the  Gifts  of  Children  in  the 


22 


World-Friendship 


Church  School  Be  Used?”  These  papers  should  be  read 
before  the  second  principle  is  enunciated,  so  that  this 
principle  may  be  developed  from  the  class,  following  the 
papers  and  discussion.) 

(3)  Children  ought  to  be  granted  the  educa¬ 
tional  advantage  of  determining  the  causes  for 
which  their  own  money  shall  be  used. 

(Discuss  the  educational  value  of  such  a  policy  of  self- 
determination  compared  with  the  practice  of  urging  children 
to  contribute  to  causes  decided  upon  by  adults.) 

(4)  Giving  must  be  linked  closely  with  service 
and  instruction.  The  causes  which  children  decide 
to  help  will  certainly  be  the  causes  about  which 
they  have  some  knowledge.  It  is  also  true,  how¬ 
ever,  that  they  should  be  given  additional  instruc¬ 
tion  in  regard  to  causes  which  they  are  helping 
with  their  gifts.  Undoubtedly  they  will  also 
want  to  give  help  in  other  ways  to  the  causes  to 
which  their  money  is  going.  These  three  elements, 
therefore,  must  be  linked  closely  together. 

(Call  few  reports  on  the  first  two  assignments  of  the  last 
lesson,  having  to  do  with  books  and  magazines  available 
in  the  church  library  or  public  library.  If  there  is  evident 
need  for  additional  books  or  magazines  of  the  type  suggested, 
the  class  may  decide  to  take  action  requesting  the  proper 
authorities  to  secure  the  additions  desired.) 

(5)  The  church  should  train  its  young  people  in 
money-giving,  and  oppose  schemes  of  money¬ 
raising. 


A  Program  of  Giving 


2  3 


(Call  for  the  reading  of  one  or  more  of  the  brief  papers 
assigned  at  the  last  session  on  “Money-Giving  vs.  Money- 
Raising.’’  Discuss  this  topic  if  time  permits.) 

Question:  How  is  this  related  to  the  important  problem 
of  training  in  Christian  stewardship  ? 

If  a  church  is  really  in  earnest  in  the  matter  of 
training  for  the  world-outlook,  it  should  turn  its 
back  squarely  upon  all  the  strange  and  various 
methods  by  which  money  is  raised  instead  of  being 
given.  Aside  from  the  essential  immorality  in¬ 
volved  in  trapping  people  into  buying  what  they 
do  not  want  because,  forsooth,  the  money  is  to 
be  devoted  to  a  “worthy  cause,”  there  is  another 
important  consideration  to  be  borne  in  mind: 
If  people  are  to  be  trained  in  the  attitude  of  world- 
friendship,  they  must  receive  that  training  by 
themselves  performing  service  for  others,  and  them¬ 
selves  giving  to  the  needs  of  others,  instead  of 
having  their  attention  diverted  to  the  unimportant 
means,  and  instead  of  making  others  actually  give 
the  needed  money  in  return  for  what  those  others 
probably  do  not  want.  The  money-raising  idea  is 
one  of  the  most  baneful  in  the  church’s  mind;  in 
the  long  run  it  defeats  its  own  purpose,  and  it  fails 
also  in  diverting  attention  from  the  educational 
aims  which  a  church  should  always  keep  in  mind. 

(6)  Test  every  financial  scheme  by  this  ques¬ 
tion:  Is  it  proposed  merely  to  raise  money,  or 
merely  to  insure  the  support  of  an  institution  or  a 


24 


World-Friendship 


cause  selected  by  adults,  or  does  the  scheme  have  as 
its  main  motive  the  development  of  the  child  or 
the  youth  ? 

(Discuss  the  giving  policy  of  your  own  church  school, 
applying  this  test  rigidly.  In  regular  offerings  or  in  special 
missionary  or  benevolence  appeals,  how  much  stress  is  laid 
on  amounts  ?  Is  the  amount  of  the  offering  made  secondary 
to  the  development  of  certain  important  habits  on  the  part 
of  the  child  ?  Is  the  plan  one  that  will  tend  to  develop  right 
Christian  attitudes?  Is  more  consideration  being  given  to 
the  question  of  the  child’s  permanent  interest  in  friendly 
enterprises  than  to  the  question  of  amounts  of  money  raised  ? 
Such  questions  as  these  should  suggest  the  basis  of  thought¬ 
ful  discussion.) 

2.  A  program  of  giving  as  applied  to  each  age- 
group 

(i)  The  kindergarten  and  primary  age: 

Question:  To  what  extent  can  children  of  this  age  exer¬ 
cise  their  own  initiative  in  determining  the  causes  they  want 
to  support  financially  ? 

(Discuss  the  relative  value  of  giving  to  general  causes 
and  of  giving  to  specific  and  concrete  causes,  for  children  of 
this  age.) 

Children  of  this  age  should  make  their  gifts 
to  some  very  concrete  and  personal  cause,  such  as  a 
child  in  a  nearby  hospital,  the  support  of  an  Indian 
child,  the  establishment  of  a  Sunday  school,  etc. 
Such  specific  causes  should  be  suggested  to  them 
and  they  should  be  permitted  to  vote  on  the  accept¬ 
ance  of  those  causes  as  their  own.  While  this  may 


A  Program  of  Giving 


25 


seem  to  be  purely  formal,  it  will  have  value  in 
giving  children  a  basis  for  real  initiative  in  making 
their  own  decisions  as  to  their  gifts  later  on. 

(2)  The  junior  and  junior  high  school  age: 

Question :  Is  it  desirable  that  parents  should  adopt  the 
policy  of  putting  children  of  this  age  on  a  definite  allowance  ? 

Question:  What  bearing  does  the  problem  of  training 
in  the  use  of  money  have  on  that  question  ? 

Question:  How  can  we  give  definite  training  in  system¬ 
atic  and  proportionate  giving  during  this  period  ? 

Question:  Is  it  reasonable  to  expect  boys  and  girls 
during  this  entire  six  years’  period  to  be  able  to  make  their 
own  decisions  as  to  the  causes  to  which  their  money  is  to  go  ? 

(Let  the  discussion  bring  out  the  point  that  even  though 
some  decisions  may  be  made  that  seem  unwise  to  the  adult 
leaders,  it  is  better  to  permit  such  unwise  decisions  than  to 
deprive  boys  and  girls  of  the  educational  values  involved  in 
self-determination.  Emphasize  also  the  possibility  of 
indirect  guidance  through  the  instructional  program.) 

(3)  The  high-school  age  (senior  department) : 

Young  people  of  this  age  are,  or  ought  to  be, 

members  of  the  church.  As  such  they  ought  to  sup¬ 
port  the  church,  their  own  institution,  and  its  regular 
budget  for  missionary  and  benevolence  enterprises. 
They  should,  therefore,  be  given  regular  church 
envelopes,  and  expected  to  make  pledges  according 
to  their  ability  toward  the  local  and  more  distant 
work  of  the  church.  Even  though  they  may  not 
be  church  members,  they  should  be  asked  for  this 
pledge  since  they  have  a  vital  connection  with  the 
church  through  its  school. 


26 


World-Friendship 


(Discuss  in  a  preliminary  way  the  point  of  view  sug¬ 
gested,  giving  consideration  to  opposing  opinions  as  well. 
This  topic  will  be  discussed  further  in  Study  9. 

Discuss  the  necessity  under  such  a  scheme  for  a  careful 
course  of  instruction,  early  in  this  period,  covering  the  work 
and  world-program  of  the  church. 

Discuss  the  advisability  of  having  only  one  offering  on 
Sunday  for  this  age,  instead  of  one  at  the  church-school  ses¬ 
sion  and  another  at  the  church  service.) 

(4)  Young  people  and  adults: 

(Discuss  the  policy  of  having  these  groups  make  their 
offerings  through  the  regular  church  channels  alone,  thus 
eliminating  the  second  Sunday-morning  offering,  and  making 
instruction  and  service  the  functions  of  the  church  school.) 

Conclusion 

In  training  children  and  young  people  in  the 
church’s  program  of  world-friendship  and  service, 
the  giving  of  money  should  never  be  regarded  as 
an  end.  It  is  simply  a  means.  Money  is  not  the 
great  objective.  The  great  objective  is  the  develop¬ 
ment  of  personalities  intelligently  committed  to 
the  world-tasks  of  the  church,  with  the  ability  to 
share  effectively  in  the  accomplishment  of  those 
tasks.  The  program  of  giving  in  the  church 
school  serves  chiefly  as  an  aid  in  developing  such 
personalities. 

Assignment 

Have  each  member  of  the  class  bring  in  three 
lists: 


A  Program  of  Giving 


27 


1.  Possible  forms  of  service  that  children  and 
young  people  might  perform  for  this  church  or 
church  school. 

2.  Possible  forms  of  service  that  children  and 
young  people  of  this  church  school  might  do  for 
this  community. 

3.  Possible  forms  of  service  that  children  and 
young  people  of  this  church  school  might  do  for 
the  world. 

Readings  on  This  Lesson 

Burton,  E.  D.,  and  Mathews,  S.  Principles  and  Ideals 
for  the  Sunday  School ,  Part  II,  chap.  vi.  University  of 
Chicago  Press,  1903. 

Hutchins,  W.  Norman.  Graded  Social  Service  for  the 
Sunday  School ,  chap.  v.  University  of  Chicago  Press,  1914. 

Loveland,  Gilbert.  Training  World  Christians ,  chap.  ix. 
Methodist  Book  Concern,  1921. 

(Symposium)  “Training  in  Benevolent  Giving,”  The 
Church  School ,  pp.  152  £f.,  January,  1923. 


STUDY  4 

A  PROGRAM  OF  SERVICE  AND  ACTIVITY 
Aim  of  This  Lesson 

To  consider  the  purpose  and  value  of  a  program 
of  service;  the  methods  by  which  such  a  program 
may  be  developed;  and  the  elements  that  may 
be  included  appropriately  in  a  service  program 
for  this  church. 

Approach 

Question:  What  lines  of  service  has  this  church  school 
undertaken  during  the  past  year,  other  than  money  gifts, 
for  causes  near  at  hand  or  far  away  ?  (This  question  may 
be  confined  to  some  particular  department  rather  than 
being  applied  to  the  whole  school,  if  that  seems  desirable. 
List  the  chief  lines  of  activity  mentioned.) 

Question:  In  what  way  has  the  instructional  program 
been  related  to  this  program  of  service?  Have  they  gone 
hand  in  hand,  or  has  one  come  as  a  result  of  the  other,  or 
have  the  two  been  altogether  separate  and  unrelated  ? 

Question:  In  what  way  has  the  giving  program  been 
related  to  this  program  of  service  ? 

Personal  service,  the  giving  of  money,  and 
instruction  should  be  linked  closely  together  in  a 
single  program.  Money  should  be  given  for  causes 
about  which  people  are  intelligent,  and  personal 
service  should  follow  the  gifts  of  money. 


28 


A  Program  of  Service  and  Activity  29 


In  this  lesson  on  service  we  are  considering 
the  third  of  these  three  essential  and  related  ele¬ 
ments  in  a  program  of  world-friendship. 

Presentation 

1.  The  scope  of  a  program  of  service 

If  our  aim  is  to  train  for  the  world-outlook  and 
to  develop  the  attitude  of  friendliness  toward  all 
people,  regardless  of  age,  or  race,  or  condition, 
the  service  program  of  the  church  or  of  its  school 
should  know  no  geographical  boundaries. 

Experience  has  shown  that  a  school  can  think 
of  its  service  program  in  no  better  way  than: 

a)  Service  for  our  church. 

b)  Service  for  our  community. 

c )  Service  for  the  world. 

(The  third  point  above  may  be  subdivided  into  service 
for  our  nation,  and  service  for  the  world,  if  such  a  division 
is  considered  more  desirable. 

Discuss  the  question  of  accepting  such  a  division.  Dis¬ 
cuss  also  the  question  of  accepting  the  point  of  view  that  the 
members  of  the  church  school,  through  their  various  depart¬ 
ments,  ought  to  engage  in  specific  service  activities  for  the 
local  church,  the  local  community,  and  the  larger  world.) 

2.  The  value  of  a  program  of  service 

(Consider  some  simple  piece  of  community  service, 

such  as  any  class  or  department  might  undertake,  e.g., 
folding  bandages  or  pads  for  the  local  hospital.) 

Question:  Wherein  does  the  value  of  such  service  lie  ? 

(The  discussion  will  of  course  bring  out  the  value  of 
this  piece  of  work  for  the  inmates  of  the  hospital.  Nothing 


30 


W  orld-F  riendship 


should  be  undertaken  as  service  that  does  not  have  actual 
and  genuine  value  for  the  cause  which  is  being  helped. 

The  discussion  should  also  lay  emphasis  upon  the  value 
of  this  activity  for  those  who  are  doing  the  work.  Such 
values  as  these  may  be  suggested: 

a)  The  development  of  skill  along  a  certain  particular 

line. 

b )  The  development  of  friendly  interest  in,  and  con¬ 
cern  for,  others  in  need.  This  attitude  of  friendliness  for 
others  comes  more  definitely  as  a  result  of  activity  on  behalf 
of  those  others  than  from  any  other  cause. 

c )  The  desire  for  a  deeper  knowledge  and  understand¬ 
ing  of  certain  areas  of  life  that  previously  have  been  but 
slightly  known. 

d)  The  beginning  of  a  habit  of  real  concern  for  com¬ 
munity  needs  [or  in  the  case  of  other  illustrations  that  might 
be  used,  for  world-needs,  or  for  the  needs  of  the  local  church].) 

Question:  In  the  development  of  a  service  program  in 
the  church  school,  which  consideration  is  more  important: 
that  the  cause  be  helped  or  the  participant  benefited  ? 

(Test  the  value  of  elements  in  your  service  program 
by  your  answer  to  this  question.) 

Question:  How  can  a  patronizing  spirit  on  the  part  of 
the  helpers  be  avoided  ? 

3.  The  method  of  developing  a  service  program 

a)  Each  church  must  have  its  own  program. 
Churches  themselves  differ;  their  needs,  therefore, 
differ.  Communities  also  have  different  interests 
and  needs.  Our  outlook  upon  the  world  and  our 
consequent  interpretation  of  the  chief  needs  of  the 
outside  world  will  also  vary.  There  can  therefore 
be  no  standardized  service  program. 


A  Program  of  Service  and  Activity  31 

b )  The  service  program  of  a  church  or  of  its 
school  must  be  thoroughly  graded ;  lines  of  activity 
must  be  adapted  to  the  age  and  development  of 
those  who  are  to  perform  the  service. 

c )  While  being  definite  as  to  actual  tasks  and 
pieces  of  work,  the  program  must  never  be  regarded 
as  permanently  fixed.  As  new  needs  appear,  and 
as  the  personnel  of  each  psychological  group 
changes,  the  content  of  the  program  will  change. 
It  will  still,  however,  be  definite. 

d)  Begin  by  making  a  study  of  the  needs  of 
the  local  church  that  can  be  met  by  the  personal 
service  of  groups  of  individuals. 

(Call  for  the  first  list  in  the  assignment  for  today’s  les¬ 
son:  Possible  forms  of  service  that  children  and  young 
people  may  perform  for  this  church  or  church  school. 
List  them  all  on  the  blackboard,  e.g.) 

Making  the  room  more  attractive. 

Taking  old  people  to  church. 

Delivering  church  leaflets  Saturday  or  Sunday 
afternoons. 

Making  and  posting  appropriate  charts. 

Etc. 

e)  Make  a  study  of  the  needs  of  the  community 
that  might  be  met  by  a  service  program  of  the 
church  school. 

(Call  for  the  second  list  in  the  assignment  for  today’s 
lesson:  Possible  forms  of  service  for  this  community. 
Write  on  the  blackboard  the  items  given,  e.g.) 


32 


World-Friendship 


Visiting  the  local  hospital. 

Reading  to  the  blind. 

Collecting  and  taking  pictures  to  the  county 
home. 

Visiting  and  singing  to  shut-ins. 

Selling  Christmas  seals. 

Returning  church-school  papers  for  further  use. 

Various  forms  of  help  at  home. 

Etc. 

/)  Make  a  study  of  the  world-needs  that  a 
program  of  personal  service  might  help  to  meet. 

(Call  for  the  third  list  in  the  assignment  for  today: 
Possible  forms  of  service  for  the  world.  Write  on  the 
backboard  such  items  as  are  suggested,  e.g.) 

Scrapbooks  for  children. 

Post  cards  to  people  of  other  lands. 

Letters  to  missionaries. 

A  summer  Christmas  box. 

Friendly  correspondence  with  children  in  south¬ 
ern  mountain  schools. 

Etc. 

g )  Each  age-group,  as  a  whole  or  through  its 
representatives  or  leaders,  ought  to  choose  a  certain 
specific  line  of  service  for  the  church,  the  com¬ 
munity,  and  the  world  (or  for  one  of  these  at  a 
time)  as  its  own,  for  a  definite  period  of  time, 
according  to  the  general  policy  of  the  school. 
Such  suggestions  as  have  been  made  in  this  class  may 
prove  helpful  to  a  group  in  reaching  its  service  aims. 


A  Program  of  Service  and  Activity  33 


(Discuss  the  danger  of  attempting  too  many  lines  of 
activity. 

Discuss  the  field  for  choice  to  be  found  in  the  instruc¬ 
tional  program  and  in  the  causes  to  which  money  gifts  are 
made.  Recall  the  importance  that  has  already  been  placed 
upon  linking  together  instruction,  giving,  and  service.) 

4.  Carrying  out  the  service  program 

Question:  What  is  the  value  in  having  a  group  visualize 
its  service  aims  ? 

(Discuss  the  place  of  charts.  Some  groups  have  found 
value  in  keeping  before  themselves  their  service  aims  for 
the  year,  and  also  as  the  year  progresses  in  charting  their 
achievements  along  these  lines.) 

5.  The  relation  of  worship  to  the  program  of 
service 

Prayer  strengthens  personal  effort.  It  helps 
to  consecrate  one  more  wholly  to  his  cause.  Sincere 
prayer  also  follows  one’s  deepest  interests.  Worth¬ 
while  activities,  therefore,  give  a  basis  for  genuine 
worship. 

A  program  of  service  will  give  material  for  the 
enrichment  of  a  department’s  worship  period.  The 
worship  period,  moreover,  will  develop  strength 
and  desire  for  the  carrying  out  of  such  a  program. 

Conclusion 

A  church-school  program  of  service  must  be 
big  enough  to  include  in  its  purview  any  need  in 
any  quarter  of  the  globe  which  the  personal  efforts 
of  some  in  that  school  can  meet.  It  must  be  com- 


34 


World-Friendship 


prehensive  enough  to  enlist  the  efforts  of  every 
member  of  the  school  from  the  youngest  to  the 
oldest.  It  must  be  tested  primarily  by  its  effect 
upon  the  participants,  in  their  attitudes  and 
habits  that  have  to  do  with  the  world-friendship 
ideal. 

Assignment 

Study  the  methods  employed  by  your  denomina¬ 
tion  to  do  its  co-operative  work  of  missions  and 
benevolences.  Know  the  names  of  the  various 
boards,  their  fields  of  operation,  and  lines  of 
activity. 

What  denominational  agencies  assist  the  church 
school  in  developing  a  program  of  world-wide 
Christian  service,  and  in  what  ways  do  they  assist  ? 

Readings  on  This  Lesson 

Coe,  George  A.  A  Social  Theory  of  Religious  Educa¬ 
tion ,  chap.  ix.  Charles  Scribner’s  Sons,  1917. 

Cope,  Henry  F.  Principles  of  Christian  Service. 
Judson  Press,  1921. 

Diffendorfer,  Ralph  E.  Missionary  Education  in  Home 
and  School ,  pp.  150-57.  Abingdon  Press,  1917. 

Hartshorne,  Hugh.  Manual  for  Training  in  Worship. 
Charles  Scribner’s  Sons,  1915. 

Hutchins,  W.  Norman.  Graded  Social  Service  for  the 
Sunday  School.  University  of  Chicago  Press,  1914. 

Loveland,  Gilbert.  Training  World  Christians ,  chaps, 
vii  and  viii.  Methodist  Book  Concern,  1921. 


STUDY  5 


THE  DENOMINATIONAL  PROGRAM  AND 
DENOMINATIONAL  HELPS 

Aim  of  This  Lesson 

To  give  instruction  in  the  denomination’s 
program  of  world-friendship,  and  in  the  methods 
by  which  it  attempts  to  carry  out  that  program. 

Approach 

In  order  to  develop  a  satisfactory  program  of 
world-service  and  world-friendship  in  the  local 
church,  and  to  do  so  intelligently,  we  must  enter 
sympathetically  into  the  efforts  of  others  who  have 
had  the  same  great  end  in  view.  Naturally  we 
begin  with  our  own  group,  our  own  religious  denomi¬ 
nation,  and  consider  what  its  program  of  world- 
service  has  been;  we  must  know  what  our  churches 
working  co-operatively  have  sought  to  do  for 
others;  we  must  also  be  familiar  with  the  best 
methods  which  our  denominational  leaders  have 
been  able  to  devise  for  the  training  of  children 
and  young  people  in  the  world-outlook.  Their 
suggestions  are  gathered  from  all  possible  sources, 
and  are  available  for  the  help  of  any  local  church. 

In  our  previous  studies,  we  have  considered  in 
a  general  way  the  essential  elements  in  a  program 


35 


3^ 


World-Friendship 


of  world-friendship.  Before  attempting  to  build 
this  program  in  detail  for  each  age-group  in  the 
church  school,  we  ought  to  study  our  own  denomi¬ 
national  machinery,  and  to  consider  what  contri¬ 
butions  it  may  be  able  to  make  to  our  task  of 
program  making,  either  in  content  or  in  method. 

Presentation 

i.  The  denominational  machinery  for  carrying 
on  the  work  of  missions  and  benevolence 

(On  the  basis  of  the  first  assignment  given  in  the  last 
lesson,  work  out  with  the  class  a  list  of  the  denominational 
agencies  at  work 

(1)  Outside  the  United  States. 

(2)  In  spreading  Christianity  in  remote  sections  of  the 
United  States. 

(3)  Among  foreigners  in  this  country. 

(4)  Among  backward  peoples  in  this  country. 

(5)  In  church-building  enterprises. 

(6)  In  the  establishment  of  Sunday  schools  and  the 
expansion  of  church-school  work. 

(7)  In  educational  work  in  this  country. 

(8)  In  homes  for  orphans,  the  aged,  etc. 

(9)  In  other  forms  of  relief  work. 

(10)  In  other  social  service  activities. 

(n)  In  other  forms  of  work  not  included  under  any 
of  the  foregoing  heads. 

Taking  this  list  of  agencies,  continue  the  discussion  by 
noting  after  each  name 

(1)  The  amount  of  the  budget  on  which  it  operates. 

(2)  The  number  of  workers  employed. 

(3)  The  chief  lines  of  work  carried  on. 

(4)  The  paper,  magazine,  or  other  publication  that 
describes  the  work  of  that  particular  agency.) 


Denominational  Program  and  Helps  37 

2.  The  denominational  machinery  for  helping 
to  train  in  the  world-outlook  and  in  world- 
service 

(On  the  basis  of  the  second  assignment  given  at  the  last 
lesson,  secure  the  names  of  your  own  denominational  agencies 
charged  with  the  responsibility  of  assisting  the  church 
schools  in  developing  programs  of  world-wide  Christian 
service. 

For  the  benefit  of  leaders  who  do  not  know  whom  to 
address  to  secure  available  denominational  help  in  working 
out  their  local  church  programs,  the  names  of  agencies  and 
their  addresses  are  herewith  given  for  fourteen  of  the 
denominations.) 1 

Baptist  {Northern):  Department  of  Missionary  Education, 
Northern  Baptist  Board  of  Promotion,  276  Fifth 
Avenue,  New  York. 

Brethren:  General  Sunday  School  Board,  Church  of  the 
Brethren,  Elgin,  Illinois. 

Christian:  Department  of  Home  Missions  or  Department 
of  Foreign  Missions,  Christian  Church,  Christian  Pub¬ 
lishing  Association  Building,  Dayton,  Ohio. 

Congregational:  Department  of  Missionary  Education, 
Congregational  Education  Society,  14  Beacon  Street, 
Boston,  Massachusetts. 

Disciples  of  Christ:  Department  of  Missionary  Education, 
United  Christian  Missionary  Society,  1501  Locust 
Street,  St.  Louis,  Missouri. 

Methodist  Episcopal:  Department  of  Education,  Commission 
on  Conservation  and  Advance,  Methodist  Episcopal 
Church,  740  Rush  Street,  Chicago,  Illinois. 

1  These  addresses  are  furnished  through  the  courtesy  of  the 
Missionary  Education  Movement. 


38  World-Friendship 

Methodist  Episcopal ,  South:  Educational  Secretary,  Board 
of  Missions,  Methodist  Episcopal  Church,  South,  810 
Broadway,  Nashville,  Tennessee. 

Presbyterian  Church  in  United  States  of  America:  Edu¬ 
cational  Secretary  Board  of  Home  Missions  or  Educa¬ 
tional  Secretary  Board  of  Foreign  Missions,  Presby¬ 
terian  Church  in  United  States  of  America,  156  Fifth 
Avenue,  New  York- 

Executive  Committee  of  Home  Missions,  Presbyterian 
Church  in  United  States  of  America,  1522  Hurt  Build¬ 
ing,  Atlanta,  Georgia. 

Educational  Secretary,  Executive  Committee  of  Foreign 
Missions,  Presbyterian  Church  in  United  States  of 
America,  Post  Office  Box  330,  Nashville,  Tennessee. 

Protestant  Episcopal:  Educational  Secretary,  Department 
of  Missions,  Protestant  Episcopal  Church,  281  Fourth 
Avenue,  New  York. 

Reformed  Church  in  America:  Board  of  Foreign  Missions  or 
Board  of  Domestic  Missions,  Reformed  Church  in 
America,  25  East  Twenty-second  Street,  New  York. 

Reformed  Church  in  the  United  States:  Director  of  Missionary 
Education,  Reformed  Church  in  the  United  States, 
Fifteenth  and  Race  streets,  Philadelphia,  Pennsylvania. 

United  Brethren:  Educational  Secretary,  Home  Mission 
Board,  United  Brethren  Church,  1211  United  Brethren 
Building,  Dayton,  Ohio. 

United  Lutheran:  Foreign  Mission  Board,  United  Lutheran 
Church,  601  Cathedral  Street,  Baltimore,  Maryland. 

United  Presbyterian:  Board  of  Home  Missions,  United 
Presbyterian  Church,  209  Ninth  Street,  Pittsburgh, 
Pennsylvania. 

Board  of  Foreign  Missions,  United  Presbyterian  Church, 
200  North  Fifteenth  Street,  Philadelphia,  Pennsylvania. 


Denominational  Program  and  Helps  39 

(Either  by  a  report  from  a  member  or  by  a  statement 
from  the  leader,  give  to  the  class  an  outline  of  the  suggestions 
made  by  your  own  denominational  agency,  and  the  way  in 
which  it  can  assist  the  local  school.) 

Question:  How  would  you  criticize  your  denominational 
program  ? 

3.  This  church  and  the  denominational  program 

(1)  As  a  part  of  the  larger  group  each  church 
must  feel  that  its  denominational  program  is  its 
own.  In  an  indirect  way  each  church  has  some 
voice  in  the  determination  of  whatever  plans  are 
adopted.  The  sense  of  obligation  to  conform  to 
the  denominational  standards  will  vary  according 
to  the  spirit  and  traditions  of  the  group,  but  in 
everyone  there  must  be  some  sense  of  loyalty  to 
one’s  own  agency  and  plan. 

(State  to  what  extent  this  church  has  had  a  part  in  the 
support  of  the  various  agencies  listed  under  section  1.) 

(2)  Consider  our  church’s  relation  to  the  sug¬ 
gestive  program  of  our  denominational  agency  for 
missionary  education. 

Question:  In  what  ways  does  our  church  school  now 
profit  by  its  suggestions  ? 

Question:  In  what  other  ways  could  our  school  adopt  its 
suggestions  to  advantage  ? 

Question:  To  what  extent  are  its  suggestions  inappropri¬ 
ate  for  our  own  local  situation  ? 

Application 

The  leaders  charged  by  this  church  with  the 
religious  education  of  children  and  young  people 


40 


World-Friendship 


ought  to  be  informed  as  to  the  denominational 
program  for  training  in  world-friendship  and 
world-service,  and  ought  to  consider  that  program 
appreciatively  and  critically.  Its  adoption  should 
be  based  upon  its  peculiar  fitness  to  the  local  situa¬ 
tion;  and  the  rejection  of  any  part  of  it  should 
be  the  result  of  a  deliberate  judgment  that  some 
other  procedure  has  greater  educational  value  or 
is  better  adapted  to  the  local  needs. 

Assignment 

Do  not  make  more  than  one  of  the  following 
assignments  to  a  person: 

1.  Write  briefly  on  the  characteristics  of  the 
child  four  or  five  years  of  age,  to  be  taken  into 
consideration  in  building  a  world-friendship  pro¬ 
gram  for  kindergarten  children. 

2.  Write  briefly  on  the  characteristics  of  the 
child  of  the  primary  age  which  should  be  considered 
in  the  building  of  a  world-friendship  program 
for  children  of  the  first  three  grades. 

3.  Examine  the  course  of  study  used  in  this 
school  for  the  first-year  kindergarten,  and  note 
how  much  of  the  material  has  value  in  developing 
the  attitude  of  friendliness  for  others. 

4-7.  Make  similar  assignments  for:  second- 
year  kindergarten ;  first-year  primary ;  second-year 
primary;  third-year  primary. 


Denominational  Program  and  Helps  41 

Readings  on  This  Lesson 

Foreign  Missions  Year  Book  of  North  America.  Pub¬ 
lished  by  the  Committee  of  Reference  and  Counsel  of  the 
Foreign  Mission  Conference  of  North  America,  25  Madison 
Avenue,  New  York. 

World  Survey,  Inter  church  World  Movement  of  North 
America,  two  volumes.  Interchurch  Press,  1920. 

Your  own  denominational  yearbook  including  annual 
reports  of  missionary  and  benevolence  activities. 

Your  own  denominational  program  of  missionary  educa¬ 
tion. 


STUDY  6 


A  PROGRAM  FOR  KINDERGARTEN  AND 
PRIMARY  PUPILS 

Aim  of  This  Lesson 

To  outline  an  appropriate  program  of  training 
for  the  world-outlook  for  children  four,  five,  six, 
seven,  and  eight  years  of  age. 

Approach 

Our  first  five  studies  have  served  as  a  foundation 
for  the  more  specific  work  which  we  begin  with 
Study  6.  In  our  former  lessons  we  have  considered 
certain  basic  principles,  and  in  a  general  way  the 
elements  that  are  essential  in  the  task  of  training 
in  world-friendship. 

The  last  five  lessons  of  this  course  will  be  more 
specific.  Building  on  our  previous  discussions  as  a 
foundation,  we  shall  attempt  to  develop  for  each 
psychological  group  a  program  which  our  local 
church  school  may  use  in  training  its  members  in 
world-friendship  and  Christian  service.  In  this 
session  we  shall  begin  to  formulate  that  program, 
thinking  of  children  of  kindergarten  age  (about 
four  and  five)  and  of  primary  children  (about  six, 
seven,  and  eight  years  of  age). 


42 


Kindergarten  and  Primary  Pupils  43 

Presentation 

1.  The  child 

The  matter  of  prime  consideration  is  not  the 
cause  that  seems  worthy  of  help.  Neither  is  it 
the  carrying  out  of  some  program  that  has  seemed 
to  some  to  have  value.  The  first  consideration  is 
the  need  of  the  child,  and  that  need  we  must 
discover  from  the  child’s  nature.  Let  us  consider 
briefly,  therefore,  the  pupil  of  this  age — the  world 
in  which  he  lives,  and  his  nature  and  character¬ 
istics. 

(Call  for  a  report  on  the  first  topic  assigned  at  the  last 
session:  The  characteristics  of  the  child  of  four  or  five  to 
be  considered  in  the  building  of  a  world-friendship  program. 

Be  sure  that  the  report  or  the  discussion  stresses  the 
limited  world  of  the  child  of  four  or  five,  confined  to  family, 
playmates,  kindergarten,  birds,  trees,  etc. 

The  report  and  discussion  ought  to  emphasize  also: 

(1)  Imitation. 

(2)  Imagination. 

(3)  The  great  activity  of  a  child  of  this  age. 

(4)  His  interest  in  the  specific  and  the  individual  rather 
than  the  general. 

The  natural  deduction  will  be  that  his  program  should 
have  in  it  a  place  for  stories,  concrete,  personal,  and  full  of 
action;  and  also  an  opportunity  to  play  such  stories  in  a 
simple,  spontaneous  way;  and  for  other  lines  of  activity  as 
well. 

Call  for  a  report  on  the  second  topic  assigned  at  the 
last  session :  The  characteristics  of  the  child  of  the  primary 
age,  which  should  be  considered  in  the  building  of  a  program 
of  world-friendship. 


44 


W  orld-F  riendship 


The  report  or  the  discussion  that  follows  should  bring 
out  the  fact  that  the  world  of  this  child  is  only  slightly 
larger  than  that  of  the  beginner,  due  to  his  school  experience. 

It  should  be  stressed  also  that  the  child  of  six,  seven,  and 
eight : 

(1)  Continues  to  be  imitative  and  active. 

(2)  Is  more  social,  as  indicated  by  his  ability  to  play 
better  in  a  group. 

(3)  Is  interested,  however,  in  individuals  and  in  concrete 
problems  rather  than  in  groups  or  in  general  conditions. 

(4)  May  be  appealed  to  on  the  basis  of  reason  with 
much  more  satisfactory  response  than  has  previously  been 
possible.) 

Question:  In  what  ways  may  these  characteristics  prove 
suggestive  to  the  program-maker  ? 

2.  Developing  a  program  for  these  ages 

(Call  for  brief  reports  on  assignments  3-7  made  at  the 
last  session,  having  to  do  with  the  material  in  the  regular 
course  of  study  now  being  used,  which  is  of  value  in  develop¬ 
ing  the  attitude  of  friendliness. 

If  these  reports  indicate  that  the  material  is  too  limited, 
the  matter  should  be  referred  to  the  church’s  religious  educa¬ 
tion  committee,  or  committee  on  curriculum,  for  careful 
consideration.) 

Question:  Ought  the  world-friendship  and  service  ideal 
to  be  woven  into  the  regular  course  of  study,  or  ought  it  to 
be  a  separate  and  extra  program  ? 

(Undoubtedly  it  should  be  made  a  part  of  the  regular 
curriculum.  If  this  seems  temporarily  impossible,  it  ought 
to  be  introduced  as  an  occasional  lesson,  or  as  the  chief 
thought  of  the  worship  period.  The  additional  time 
available  through  the  plan  of  week-day  instruction,  or  the 
expanded  Sunday  session,  should  make  it  easier  to  find 
ample  time  for  this  element  in  the  regular  curriculum.) 


Kindergarten  and  Primary  Pupils  45 

(1)  Stories: 

These  are  an  essential  part  of  the  program. 
They  may  have  to  do  with  kindness  in  the  home,  to 
other  people,  to  animals.  They  may  have  to  do 
with  child  life  in  other  parts  of  our  country  or  in 
other  lands.  They  ought  to  be  concrete,  vivid,  and 
(especially  with  the  kindergarten  children)  short. 

Aside  from  such  stories  as  are  included  in  the 
regular  courses  of  study,  many  others  are  available. 
The  Missionary  Education  Movement  makes  valu¬ 
able  suggestions  along  this  line  from  year  to  year. 
Its  two  sets  of  stories  for  1921-22,  for  example, 
“ Homes  around  the  World”  and  “ Young  Ameri¬ 
cans,”  furnish  the  teacher  with  twelve  good  stories, 
each  with  a  picture  to  illustrate  it,  having  to  do  with 
child  life  in  various  places,  and  with  instances  of 
children  who  have  been  helpful  in  worthy  enter¬ 
prises.1  Such  a  series  might  be  made  the  basis 
of  twelve  projects  during  the  year,  the  giving, 
service,  and  expressional  work  being  closely  related 
to  the  theme  of  the  story. 

(If  the  leader  plans  to  present  such  a  series  of  stories 
and  pictures,  he  should  arrange  to  secure  them  in  advance 
so  as  to  have  them  at  this  session  of  the  class.) 

(2)  Playing  the  story: 

Self-expression  is  an  essential  element  in  the 
learning  process.  It  is  an  important  method  of 

1  Other  good  sources  for  appropriate  stories  are  The  Mayflower 
Program  Book ,  and  The  Second  Year  Mayflower  Program  Book, 
by  Perkins  and  Danielson. 


46 


World-Friendship 


instruction.  The  extreme  activity  of  pupils  of 
these  ages,  as  well  as  the  quality  of  imitation  so 
noticeable  during  these  years,  unite  to  make  the 
simple  acting  out  of  a  story  an  appropriate  form 
of  expression.  With  children  of  these  departments, 
dramatization  must  be  very  simple  and  thoroughly 
spontaneous.  Plays  with  lines  to  be  learned,  and 
parts  to  be  taken,  have  no  place  here  whatever. 
The  simple  playing  of  the  story  in  their  own 
natural  way,  however,  has  in  it  real  educational 
value  for  kindergarten  children,  and  even  more 
value  for  children  of  the  primary  age. 

(3)  Drawing: 

Another  form  of  expressional  work,  which  may 
be  used  alternately  with  playing  the  story,  is  drawing. 

Question:  What  is  the  relative  value  of  having  children 
color  pictures  illustrative  of  a  story  that  has  been  told, 
and  letting  them  express  their  conception  of  the  story  with 
pencil  or  crayons  in  their  own  original  way  ? 

Question:  Is  it  possible  for  children  as  young  as  the 
kindergarten  age  to  do  what  the  latter  alternative  in  the 
preceding  question  suggests  ? 

The  mere  coloring  of  pictures  is  a  useless  pas¬ 
time.  It  gives  no  opportunity  for  originality  and 
calls  for  no  particular  initiative.  A  child  takes 
delight  in  more  freedom  of  action,  and  in  pieces  of 
work  that  are  more  really  his  own  expression. 

(4)  Money-giving: 

(Recall  the  principles  agreed  upon  in  Study  3  applicable 
to  the  financial  program  of  these  age-groups.) 


Kindergarten  and  Primary  Pupils  47 


As  long  as  the  pupils’  attention  is  directed 
toward  one  particular  interest,  their  gifts  should 
be  used  for  that  purpose,  and  they  should  under¬ 
stand  clearly  what  the  purpose  is  for  which  their 
money  is  being  used. 

Question:  Does  this  represent  our  present  policy  in  these 
departments  ?  If  not,  is  it  desirable  and  possible  to  adopt 
such  a  policy  ? 

Children  of  this  age  should  never  be  told  that 
their  gifts  are  being  sent  to  a  certain  “ board”  or 
“ society”  or  “ association.”  Children  think  of 
concrete  cases  of  need;  they  have  a  friendly  inter¬ 
est  in  an  Indian  child,  or  a  children’s  ward  in 
a  hospital,  or  a  kindergarten  child  in  Japan. 
“ Board”  machinery  is  of  no  concern  to  them. 

Question:  In  some  churches,  children  of  this  age  are 
asked  for  two  offerings  each  Sunday,  one  for  the  support  of 
the  school  and  the  other  for  missions.  From  the  standpoint 
of  the  child,  what  are  the  advantages  and  disadvantages  of 
such  a  plan  ? 

(Keep  in  mind  the  principle  that  the  gifts  of  children 
should  not  be  used  for  the  support  of  the  school.  Consider 
also  the  bad  psychology  involved  in  thus  dividing  a  child’s 
interests  at  an  age  when  he  should  have  only  one  interest 
held  before  him  at  a  time.) 

(5)  Personal  service: 

It  may  seem  difficult  in  building  a  program  for 
this  age  to  include  the  element  of  personal  service 
in  a  way  that  correlates  it  with  the  main  project. 
It  will  not  be  easy  to  discover  actual  lines  of  service 


48 


World-F  riendship 


activity  in  which  these  children  may  engage  in 
behalf  of  a  child  in  China,  for  example,  aside  from 
their  gifts  of  money.  Personal  service  in  the  home 
and  for  the  church,  however,  can  be  stressed; 
and  it  can  be  related  to  the  project  as  an  oppor¬ 
tunity  to  act  for  a  similar  cause  or  in  a  similar 
spirit. 

(6)  The  place  of  charts  and  posters: 

(Discuss  the  value  of  having  a  visualized  record  to 
represent  the  children’s  special  interests,  and  the  work  that 
they  have  had  a  part  in  doing.)1 

(7)  Worship: 

Question:  How  may  the  worship  of  these  departments 
contribute  to  the  end  in  view  ? 

(Criticize  the  songs  of  your  beginners’  and  primary 
departments.  Criticize  the  prayers  made  in  those  depart¬ 
ments  as  to  length,  simplicity,  concreteness,  and  evident 
thought  of  the  department’s  particular  friendship  project.) 

Conclusion 

During  the  years  of  early  and  middle  childhood, 
we  are  doing  elementary  work.  We  are  taking 
the  child’s  small  world  and  trying  to  suffuse  it 
with  the  spirit  of  Christian  friendliness.  We  are 
trying  also  to  enlarge  that  world,  so  that  he  may 
include  in  his  friendly  outlook  others  whom  he  has 

1  See  Missionary  Education  in  the  Church  School,  Congre¬ 
gational  Education  Society,  p.  14;  F.  Beard,  Graded  Missionary 
Education  in  the  Church  School,  p.  31  ( Our  Chinese  Friends; 
The  Playground  We  Are  Helping  to  Make;  etc.).  These  will  prove 
suggestive  to  workers  interested  in  making  posters. 


Kindergarten  and  Primary  Pupils  49 

not  seen.  The  program  may  not  be  comprehensive, 
but  it  must  be  psychologically  sound.  It  is  our 
responsibility  to  bring  the  child  to  the  end  of  the 
primary  department  with  as  much  of  friendliness  in 
his  world-outlook  as  one  of  his  years  should  exhibit. 

Assignment 

Examine  the  courses  of  study  used  by  this 
school,  in  the  fourth,  fifth,  and  sixth  grades,  and 
note  the  lessons  of  value  in  the  development  of  a 
spirit  of  Christian  friendliness  in  the  junior  pupils’ 
outlook. 

Readings  on  This  Lesson 

Beard,  Frederica.  Graded  Missionary  Education  in 
the  Church  School ,  chaps,  ii  and  iii.  Griffith  and  Rowland 
Press,  1917. 

Bryant,  Sara  C.  How  to  Tell  Stories  to  Children. 
Houghton  Mifflin  Co.,  1905. 

Danielson,  Frances  W.  Methods  with  Beginners , 
Lessons  8  and  10.  Pilgrim  Press,  1921. 

Diffendorfer,  Ralph  E.  Missionary  Education  in  Home 
and  School ,  chap.  xi.  Abingdon  Press,  1917. 

Eggleston,  Margaret  W.  The  Use  of  the  Story  in  Reli¬ 
gious  Education.  George  H.  Doran  Co.,  1920. 

Ferris,  Anita  B.  Missionary  Program  Material.  Mis¬ 
sionary  Education  Movement,  1916. 

Hall,  Katherine  S.  Children  at  Play  in  Many  Lands. 
Missionary  Education  Movement,  1912. 

Hartshorne,  Hugh.  Manual  for  Training  in  Worship. 
Charles  Scribner’s  Sons,  1915. 

- .  Childhood  and  Character.  Pilgrim  Press,  1919. 


50 


W  orld-F  riendship 


Kirkpatrick,  E.  A.  Fundamentals  of  Child  Study. 
Macmillan  Co.,  1917. 

Lewis,  Hazel  A.  Methods  for  Primary  Teachers. 
Front  Rank  Press,  1921. 

Loveland,  Gilbert.  Training  World  Christians ,  chap.  x. 
Methodist  Book  Concern,  1921. 

Miller,  Elizabeth  E.  (Elizabeth  M.  Lobingier).  The 
Dramatization  of  Bible  Stories.  University  of  Chicago 
Press,  1918. 

Perkins,  Jeannette  E.,  and  Danielson,  Frances  W. 
The  Mayflower  Program  Book.  Pilgrim  Press,  1920. 

- .  The  Second  Year  Mayflower  Program  Book. 

Pilgrim  Press,  1922. 

Sargent,  Walter,  and  Miller,  Elizabeth  E.  How  Chil¬ 
dren  Learn  to  Draw.  Ginn  and  Co.,  1916. 

Weigle,  Luther  A.  The  Pupil  and  the  Teacher ,  chaps, 
iii  and  iv.  George  H.  Doran  Co.,  1911. 

Whitley,  Mary  T.  A  Study  of  the  Little  Child.  West¬ 
minster  Press,  1921. 


STUDY  7 

A  PROGRAM  FOR  THE  JUNIOR  AGE 
Aim  of  This  Lesson 

To  outline  an  appropriate  program  of  training 
for  the  world-outlook  for  children  of  the  fourth, 
fifth,  and  sixth  grades. 

Approach 

In  this  study  we  are  considering  the  junior 
department — children  of  approximately  nine,  ten, 
and  eleven  years  of  age.  Before  attempting  to 
outline  a  program  for  this  group,  let  us  remind 
ourselves  of  certain  characteristics  of  boys  and 
girls  of  this  age,  of  interest  to  the  program-maker: 

1.  They  read  fairly  well  by  the  time  they 
reach  the  fourth  grade,  and  they  thoroughly  enjoy 
using  this  newly  acquired  ability.  This  interest 
and  ability  may  be  utilized  and  directed  toward 
the  purpose  which  we  are  now  considering. 

2.  Junior  pupils  are  exceedingly  active.  The 
program,  therefore,  should  not  be  merely  intellec¬ 
tual;  it  should  have  ample  place  for  action. 
Because  of  their  physical  nature  it  is  essential  that 
they  have  things  to  do. 

3.  Their  social  interest  is  growing,  due  to  a 
wider  group  experience  in  the  school.  The  extreme 


52 


World-Friendship 


individualism  of  earlier  childhood  has  passed. 
They  are  more  ready  to  act  in  co-operation  than 
heretofore. 

4.  During  these  years,  children  have  a  tre¬ 
mendous  interest  in  persons  who  have  achieved 
and  who  seem  to  exhibit  in  a  marked  degree  the 
qualities  that  they  admire.  This  natural  hero- 
worship  may  be  utilized  to  advantage  in  the  task 
of  training  them  toward  the  world-friendship  ideal. 

5.  The  collecting  interest  is  strong  during  these 
years.  Collections  of  stamps,  coins,  butterflies, 
bottle  tops,  etc.,  usually  flourish  at  nine,  or  ten,  or 
eleven.  Perhaps  this  interest  may  be  utilized  to 
advantage  by  having  boys  and  girls  make  collec¬ 
tions  of  things  that  will  give  them  an  insight  into 
other  people’s  ways  of  living. 

(In  approaching  the  problem  of  this  lesson  by  dis¬ 
cussing  the  nature  of  the  pupil,  many  teachers  will  want 
to  make  additions  to  the  five  points  given  above.  These, 
however,  may  prove  suggestive.) 

Presentation 

1.  The  time  available  for  training  in  world- 
friendship 

(Discuss  this  topic  as  applicable  to  your  own  school, 
either  as  at  present  organized,  or  on  the  basis  of  some 
possible  readjustment.  Such  views  as  these  may  be 
presented:) 

a)  The  worship  period,  weekly  or  monthly, 
may  be  used  for  this  purpose. 


Program  for  the  Junior  Age  53 

b)  A  week-day  period  may  be  used  as  part  of 
some  scheme  of  week-day  instruction. 

c)  The  Sunday  session  may  be  lengthened  to 
give  time  for  this  purpose. 

d )  A  special  course  along  this  line  may  be 
introduced  as  the  regular  curriculum  for  the  sum¬ 
mer  period  of  three  months. 

e )  The  curriculum  may  be  so  changed  that  the 
world-friendship  ideal  becomes  an  integral  part 
of  it,  taking  its  proper  place  along  with  other 
elements. 

2.  The  method  of  the  program 

The  year’s  program  should  consist  of  a  few 
projects ,  each  centering  about  the  ideal  of  Christian 
friendliness.  Every  element  in  the  program  should 
be  thoroughly  correlated,  and  no  element  should  be 
included  that  does  not  obviously  contribute  toward 
the  working  out  of  the  chosen  project. 

(Give  illustrations  of  appropriate  projects,  e.g.,  a  project 
centering  around  a  Kentucky  mountain  school;  a  project 
centering  about  a  boys’  school  in  China;  etc.) 

3.  Elements  in  the  program 

We  must  advance  beyond  the  point  of  using 
a  number  of  isolated  methods  unrelated  to  one 
another,  however  good  each  may  be  in  itself. 
As  indicated  above,  all  the  elements  in  the  program 
ought  to  be  correlated,  and  all  ought  to  contribute 
toward  the  working  out  of  the  one  main  project. 


54 


World-Friendship 


a)  What  the  project  is  to  be  must  first  be 
decided : 

Question:  Who  should  make  this  decision  ? 

(Note  the  values  discussed  in  a  previous  lesson  of  allow¬ 
ing  the  boys  and  girls  to  make  their  own  decisions.  In 
democratically  managed  junior  departments,  which  have 
had  adequate  instructional  programs,  children  make  and 
defend  their  own  suggestions,  and  the  departments  decide 
by  vote  upon  the  causes  to  which  they  are  to  give  their 
attention.)1 

Question:  How  will  this  decision  be  related  to  the  in¬ 
structional  program  ? 

(Let  the  discussion  emphasize  the  fact  that  intelligent 
decisions  must  be  based  upon  knowledge,  but  that  more 
careful  instruction  must  follow  the  decision,  as  part  of  the 
working  out  of  the  project.) 

b)  The  giving  of  money: 

Question:  Does  the  decision  reached  by  the  group,  as 
indicated  above,  cover  this  element  also  ? 

(It  must  be  understood  that  a  decision  to  center  the 
interest  upon  a  certain  cause  is  of  course  a  decision  to 
support  that  cause  with  gifts  of  money.) 

c)  Reading: 

(In  Study  2  it  was  suggested  that  the  co-operation  of 
the  public  library  be  secured  in  adding  appropriate  books 
for  children  of  this  age.  Discuss  ways  in  which  the  teacher 
may  choose  from  these  and  other  books,  those  appropriate 
to  the  project  selected,  and  suggest  them  as  reading  for  the 

1  An  exception  to  this  rule  may  be  found  in  schools  which 
have  worked  out  their  entire  courses  of  study  on  the  basis  of 
certain  projects  determined  in  advance  in  the  working  out  of 
the  curriculum. 


Program  for  the  Junior  Age 


55 


boys  and  girls.  Discuss  the  appropriateness  of  occasional 
readings  from  books  or  magazines  to  the  group  as  a  whole. 

Discuss  the  matter  of  securing  from  the  children  sub¬ 
scriptions  for  Everyland,  or  some  other  similar  magazine. 
Such  a  magazine  will  furnish  material  along  many  lines, 
including,  no  doubt,  the  particular  current  interest  of  the 
department.) 

d)  The  regular  lesson  period  (if  it  is  conducted 
as  a  unit  in  itself,  unrelated  to  the  project  of  the 
world-friendship  program) : 

(Call  for  reports  on  the  assignment  made  in  the  last 
lesson,  relative  to  the  lessons  in  the  regular  junior  course 
of  study  of  value  in  developing  a  world-friendship  program.) 

By  means  of  illustrations  and  appropriate 
references,  the  resourceful  teacher  may  make  this 
period  contribute  to  the  friendship  project  in  the 
mind  of  the  group. 

e )  Dramatization: 

Question:  How  can  we  be  certain  of  finding  plays  relating 
to  the  project  at  hand  when  the  number  of  good  plays  for 
children,  emphasizing  the  world-friendship  idea,  is  so 
limited  ? 

(The  discussion  should  emphasize  the  contrast  stressed 
in  Study  2  between  the  formal  and  informal  methods  of 
dramatization,  and  the  fact  that  there  is  greater  enjoyment 
and  greater  educational  value  derived  from  the  informal 
method.  That  being  the  case,  there  need  be  no  difficulty 
in  securing — -not  the  play — but  the  story  out  of  which  boys 
or  girls  may  make  their  own  play.) 

As  an  illustration,  consider  this  experience  of  a 
certain  junior  department:  In  an  old  number  of 


56 


World-Friendship 


Everyland,  for  April,  1920,  a  simple  story  was 
found  called  “Mallie’s  Chanct,”  telling  of  the 
rare  experience  of  a  poor  girl  in  the  Kentucky 
mountains,  through  her  touch  with  a  mountain 
school  supported  by  one  of  the  denominations. 
The  story  was  read  to  the  girls  of  the  group,  and 
they  themselves  acted  the  different  parts,  thus 
making  their  own  play.  No  better  element  could 
be  found  to  contribute  toward  the  working  out  of  a 
project  centering  about  the  Kentucky  mountain 
schools.  This  play,  as  made  by  the  children,  is 
given  in  full  at  the  end  of  this  study. 

For  the  boys  of  that  same  department,  the 
same  copy  of  Everyland  furnished  a  dramatic 
story  of  a  missionary’s  experiences  in  the  Philip¬ 
pines,  “The  Half-Bagani,”  appropriate  for  a 
project  dealing  with  Christian  friendliness  among 
the  Filipinos.1 

One  who  looks  with  care  will  have  little  diffi¬ 
culty  in  finding  suitable  stories  and  incidents  that 
can  be  used  as  a  basis  for  dramatic  expressional 
work. 

/)  A  museum : 

If  an  effort  is  made  to  collect  articles  indicating 
the  ways  of  living  of  other  people  in  whose  lives  the 
project  centers,  care  should  be  taken  to  make 

1  For  this  story  and  the  dramatization  made  from  it  by  the 
children,  see  E.  E.  Miller,  Dramatization  in  the  Church  School 
(Appendix). 


Program  for  the  Junior  Age  57 

provision  for  a  place  to  keep  such  articles  safely 
and  permanently. 

g)  Service: 

Question:  What  should  determine  the  content  of  the 
service  program  for  juniors  ? 

(The  discussion  should  lay  emphasis  upon  such  points 
as  these) 

(1)  There  should  be  personal  service  for  those 
in  whom  the  project  centers. 

(2)  The  advice  of  those  who  know  such  people 
should  be  sought  in  order  to  avoid  gross  mistakes 
otherwise  inevitable.  Some  nationalities  have 
color  prejudices.  Some  attentions  that  would 
appeal  to  an  American  as  helpful  and  friendly 
would  be  unappreciated  by  certain  others.  We 
must  know  the  tastes,  customs,  and  standards  of 
those  whom  we  would  serve  in  a  friendly  way. 

(3)  What  is  done  must  be  appropriate  for  a 
junior  pupil  to  do. 

(4)  Along  with  service  for  an  outside  cause, 
service  for  one’s  home  church  or  community  is 
always  appropriate. 

h )  Charts  and  notebooks: 

As  the  project  progresses,  charts  should  be 
kept  to  form  a  permanent  record  of  the  work  that 
has  been  done,  and  of  the  various  elements  entering 
into  the  program.  The  desirability  of  having 
pupils  keep  a  complete  record  of  their  work  in 
notebook  form  cannot  be  overestimated. 


World-Friendship 


i)  Worship: 

Question:  In  what  way  may  the  worship  of  the  depart¬ 
ment  contribute  toward  the  working  out  of  the  project  ? 

4.  Length  of  time  to  be  devoted  to  a  single  project 

Question:  How  long  a  time  should  a  group  continue  to 
work  at  the  same  project  ? 

(If  they  continue  for  only  a  few  weeks  or  a  month,  there 
will  not  be  time  for  adequate  instruction  nor  for  expressional 
work.  At  the  other  extreme,  if  they  hold  to  the  same  project 
throughout  the  year,  interest  is  likely  to  wane.  Perhaps 
three  or  four  projects  a  year  will  work  out  to  best  advantage. 
Are  there  any  other  advantages  in  having  a  number  of 
different  interests  during  the  year  ?) 

Conclusion 

It  is  of  the  utmost  importance  that  we  correlate 
all  the  essential  elements  in  the  program,  directing 
them  toward  the  working  out  of  a  single  project. 
Thus  when  the  nature  of  that  project  has  been 
determined,  gifts  of  money  will  be  devoted  to  that 
cause,  appropriate  reading  suggestions  will  be 
made  and  instruction  given  to  the  same  end,  wor¬ 
ship  will  be  planned  with  that  cause  in  mind,  and 
various  forms  of  suitable  expressional  work  related 
to  the  same  interest  will  be  introduced. 

Assignment 

Select  a  project  suitable  for  the  junior  high 
school  age  (intermediate  department)  and  outline 
a  program  for  working  it  out. 


Program  for  the  Junior  Age 


59 


Readings  on  This  Lesson 

Beard,  Frederica.  Graded  Missionary  Education  in  the 
Church  School ,  chap.  iv.  Griffith  and  Rowland  Press,  1917. 

Bryant,  Sara  C.  How  to  Tell  Stories  to  Children . 
Houghton  Mifflin  Co.,  1905. 

Diffendorfer,  Ralph  E.  Missionary  Education  in 
Home  and  School ,  Chap.  xii.  Abingdon  Press,  1917. 

Eggleston,  Margaret  W.  The  Use  of  the  Story  in  Reli¬ 
gious  Education.  George  H.  Doran  Co.,  1920. 

Ferris,  Anita  B.  Missionary  Program  Material.  Mis¬ 
sionary  Education  Movement,  1916. 

Hall,  Katherine  S.  Children  at  Play  in  Many  Lands. 
Missionary  Education  Movement,  1912. 

Hartshorne,  Hugh.  Childhood  and  Character.  Pilgrim 
Press,  1919. 

- .  Manual  for  Training  in  Worship.  Charles 

Scribner’s  Sons,  1915. 

Hutton,  J.  Gertrude.  The  Missionary  Education  of 
Juniors.  Missionary  Education  Movement,  1917. 

Kirkpatrick,  E.  A.  Fundamentals  of  Child  Study. 
Macmillan  Co.,  1917. 

Loveland,  Gilbert.  Training  World  Christians ,  chap.  x. 
Methodist  Book  Concern,  1921. 

McMurry,  Charles  A.  Teaching  by  Projects.  Mac¬ 
millan  Co.,  1920. 

Manuel,  Joyce  C.  The  Junior  Citizen.  Pilgrim  Press, 
1922. 

Miller,  Elizabeth  E.  (Elizabeth  M.  Lobingier).  The 
Dramatization  of  Bible  Stories.  University  of  Chicago 
Press,  1918. 

Stevenson,  John  A.  The  Project  Method  of  Teaching, 
chap.  iii.  Macmillan  Co.,  1921. 

Weigle,  Luther  A.  The  Pupil  and  the  Teacher ,  chap.  v. 
George  H.  Doran  Co.,  1911. 


6o 


World-Friendship 


MALLIE’S  CHANCT 

[This  little  play,  based  upon  a  story  of  the  same  name, 
appearing  in  Everyland  for  April,  1920,  was  worked  out  by 
a  group  of  girls  of  the  junior  department,  as  already  indi¬ 
cated  in  this  study.  It  is  presented  here  in  the  form  in 
which  the  children  made  it.] 

Act  I 

[. Kitchen  of  Mallie’s  house  among  the  mountain  whites. 
Mother  is  sitting  at  table  in  the  center  at  the  back  of  the 
stage,  peeling  potatoes.  Mallie  is  standing  at  the  door 
sadly  looking  down  the  trail.  Father  lies  in  bed  at  left , 
groaning.  Rob  is  whittling  a  stick.  Rosie  is  playing 
with  a  broken  doll.  Sallie  is  helping  Mother.  Joe 
is  building  with  sticks .] 

Mother:  Mallie,  Mallie,  do  come  in  here.  Ever  since 
you  heard  of  them  wimmuns  from  the  mission  school  you 
been  lookin’  down  that  trail.  There’s  hundreds  of  chillun 
asked  afore  you  did. 

Mallie:  [Sadly  turning  to  her  Mother,  then  looking 
down  once  more.  Her  face  suddenly  brightens  up,  and  she 
runs  in  to  her  Mother  excitedly.]  Oh,  but  the  wimmuns  is  a 
cornin’,  Ma;  they  is  a  cornin’.  [She  looks  around .]  And 
oh,  how  dirty  our  floor  looks. 

Mother:  You  chillun  hustle  around,  an’  clean  the  house 
up.  Joe,  you  run  an’  get  a  pail  of  water,  so  I  can  wash  the 
chillun’s  faces.  Rob,  you  sweep  the  floor.  [All  hurry 
around,  and  Joe  brings  in  a  pail  of  water.  Mother  washes 
their  faces  with  a  rag.] 

Mallie:  Oh,  hurry,  Mother,  the  wimmuns  is  almost  here! 
[All  Children  come  to  the  door.]  Oh, hello,  I’m  glad  you  came. 
I’ve  been  waiting  for  a  long  time  for  you.  [Offers  chair.] 

First  Woman:  We’ve  tried  in  every  way  to  get  a  message 
to  you,  Mallie,  and  could  not  succeed.  But  now  we  have 
come  ourselves  to  take  you  back  to  the  school  with  us. 


Program  for  the  Junior  Age  6i 

Mallie:  Oh,  Ma,  can  I  go  ? 

Mother:  [Sfgfo.]  Well,  I  don’t  know. 

Father:  No,  Mallie  can’t  go.  She  has  to  help  plant 
the  crops  in  the  spring. 

Mallie:  Oh,  please  let  me  go.  As  Ma  said,  it  will  be 
one  less  mouth  to  feed. 

Father:  Well,  if  you  wimmuns  will  promise  to  bring 
her  back  in  the  spring,  I  reckon  we  can  spare  her  now. 

First  Woman:  Oh,  no,  Mallie  can’t  come  back  in  the 
spring.  We  don’t  let  even  the  boys  go  then,  because  that 
is  the  time  of  our  examinations. 

Second  Woman:  Mallie  could  work  on  Saturdays  and 
play  time,  and  send  the  money  home.  You  can  hire  some¬ 
one  with  it,  to  do  the  work,  and  then  Mallie  can  stay  at 
school. 

Father:  Well,  I  reckon  that  would  be  all  right. 

Mother:  Yes,  I  think  you’d  better  go,  Mallie.  It  will 
be  better  for  you.  Ask  the  wimmuns  if  they  want  something 
to  eat. 

Mallie:  Won’t  you  have  something  to  eat  ? 

First  Woman:  Oh,  no,  thank  you,  Mallie.  We  brought 
our  lunch  along  so  we  could  start  right  back,  because  the 
trail  is  so  slippery. 

Second  Woman:  Are  you  ready  to  come  with  us,  Mallie  ? 
We  must  get  started. 

Mallie:  Yes.  Good-bye,  Ma  and  Pa. 

Mother:  Good-bye,  Mallie. 

Father:  Good-bye. 

Children:  Good-bye,  Mallie. 

[Mallie  and  Women  go  out.] 

Act  II 

[Mallie’s  home.  Mother  is  sitting  by  the  fire,  crying. 

Children  are  sitting  on  the  floor  around  her.  Sallie 

gets  up  and  looks  sadly  out  of  the  door.] 


62 


World-Friendship 


Sallie:  Oh,  somebody’s  a  cornin’  up  the  trail.  I  wonder 
who  it  is. 

Rosie:  Maybe  it’s  Mallie! 

Sallie:  Why  yes,  it  is!  But  she’s  got  a  funny  lookin’ 
dress  on,  and  a  hat  on  her  head.  [Children  run  to  the  door 
and  look  out.] 

Children:  Hello,  Mallie! 

Mallie:  Hello,  everybody.  Hello,  Mother. 

Mother:  Hello,  Mallie.  [Sadly.] 

Mallie:  Why,  what’s  the  matter,  Ma?  Where’s  the 
baby  ?  [Looking  around.] 

Mother:  Oh,  she  took  to  ailin’  and  a  cry  in’,  and  she 
just  pined  away  last  Saturday.  We  tried  to  get  a  doctor, 
but  they  knowed  we  couldn’t  pay  anything,  and  they 
wouldn’t  come  up  here  just  for  a  baby. 

Mallie:  [Cries.]  But  where’s  Pa?  [Looking  around.] 
Did  he  die  too  ? 

Mother:  Oh  no,  he  didn’t  die.  That  moonshiner,  Jake 
Carter,  was  here.  I  came  in  here  after  buryin’  the  baby,  and 
there  was  Pa,  a  sittin’  up  in  bed  with  Jake  Carter,  and  when 
Pa  seen  me  he  ’lowed  as  how  his  back  was  better.  An’ 
then  Jake  Carter  said  he  was  a  goin’  to  get  Pa  a  job,  an’  I 
told  Pa,  “Don’t  you  have  anything  to  do  with  that  Jake 
Carter,  or  else  you  can  have  no  more  dealings  with  me.” 
Then  Pa  says,  “You  an’  the  chilluns  have  always  been  a 
millstone  around  my  neck.”  An’  then  I  says,  says  I, 
“Well,  drop  the  millstone,”  an’  Pa  he  slid  right  out  o’  bed, 
an’  into  his  clothes,  an’  the  two  scuffed  out  o’  the  door. 
An’  I  screeched  after  him,  “Don’t  you  never  let  me  see  you 
around  here  again.” 

Mallie:  Well,  perhaps  it’s  all  right. 

Sallie:  Where’d  you  get  that  dress  ?  It’s  all  short  an’ 
cut  off. 

Rosie:  An’  where’d  you  get  that  ribbon  with  the  flowers 
on  it  ? 


Program  eor  the  Junior  Age 


63 


Mallie:  The  mission  wimmuns  gave  it  to  me.  Oh,  the 
school  was  so  pretty,  with  grass,  and  flowers,  and  every¬ 
thing.  At  night  we  didn’t  have  to  go  to  bed  as  early  as  we 
do  here,  because  you  just  pushed  a  button  in  the  wall,  and 
it  got  all  light  as  day.  And  the  water  came  out  of  a  pipe, 
and  it  wasn’t  cold;  it  was  hot.  You  know,  the  first  day,  I 

ate  so  different  from  the  other  girls.  I  ate  like  this - , 

and  they  ate  like  this - ,  and  didn’t  grab.  And  just 

look,  they  gave  me  lots  of  seed  to  make  a  garden  with. 
[Pulls  package  from  pocket .]  And  I  want  you  to  help  me. 

Rob:  I’ll  help  you! 

Others:  And  I  will  too. 

Mallie:  All  right;  and  I  can  cook  and  sew,  and - . 

[A  stamp  is  heard  at  the  door.] 

Mother:  Who’s  that  ? 

Children:  Why,  it’s  Pa. 

Father:  Can  I  come  back,  Ma?  I  found  that  Jake 
Carter  and  his  still  wasn’t  what  I  thought  they  was.  I  got 
tired  of  it,  an’  I  says,  I’m  goin’  back  an’  stick  by  the  chillun 
an’  you,  if  you’d  let  me;  an’  I’ll  work,  if  you  let  me  come  back. 

Mallie:  Oh,  yes,  you  can  help  me  plant  the  garden; 
and  we’ll  fix  our  house  all  up  nice  like  the  mission  wimmuns 
said  we  could.  We  need  you  to  help  us. 

Mother:  Yes,  I  guess  we  do  need  you,  Pa,  and  I’m  glad 
if  you  will  work.  Mallie,  it’ll  be  you  that  will  have  saved 
us  from  starving  this  year. 

Mallie:  Oh,  no,  it’s  you  an’  Pa,  because  you  let  me  go. 
Just  think,  what  if  I  never  would  of  had  the  chanct!  But 
now  we’ll  all  work  all  summer  real  hard,  and  then  I’ll  go 
back  to  school  next  year,  and  send  you  the  money  I  earn, 
and  we’ll  all  be  so  happy! 

Sallie:  I  wisht  I’d  have  a  chanct  like  Mallie! 

Children:  Yes,  an’  so  do  I! 

Mallie:  Perhaps  you  will  some  day. 


STUDY  8 


A  PROGRAM  FOR  THE  JUNIOR  HIGH 
SCHOOL  AGE 

Aim  of  This  Lesson 

To  outline  an  appropriate  program  of  training 
for  the  world-outlook,  for  boys  and  girls  of  the 
seventh,  eighth,  and  ninth  grades. 

Approach 

If  during  the  kindergarten,  primary,  and 
junior  years,  a  child  has  been  carefully  trained  in 
the  practice  of  Christian  friendliness  and  an  appre¬ 
ciative  understanding  of  the  lives  of  others,  he  may 
be  expected  to  enter  the  intermediate  or  junior 
high  school  department  with  some  adequate  sense 
of  the  mission  of  the  church.  As  a  participant  he 
has  observed  the  church’s  constant  work  for  and 
interest  in  others.  Whether  consciously  or  uncon¬ 
sciously,  he  has  come  to  feel  that  the  church  is  a 
“going”  institution,  dedicated  to  the  task  of  a 
friendly  society  throughout  the  world. 

It  is  of  the  utmost  importance  that  the  child 
should  come  to  early  adolescence  with  this  point 
of  view  toward  the  church.  He  is  entering  upon  the 
period  recognized  as  the  normal  time  for  entering 
its  membership;  and  that  attitude  toward  the 


64 


Program  for  Junior  High  School  Age  65 

church  will  increase  the  likelihood  of  his  wanting  to 
be  identified  with  it.  He  may  have  many  motives 
for  so  deciding;  it  is  important,  however,  that  one 
of  those  motives  should  be  this  sense  of  wanting  to 
be  fully  identified  with  an  institution  actually 
engaged  in  service  for  others,  actually  practicing 
world-friendship.  Those  who  commit  themselves 
to  the  church  with  that  as  one  of  their  reasons  are 
not  likely  to  be  idlers  in  the  church,  nor  are  they 
likely  to  be  drawn  away  from  the  church  at  some 
slight  provocation. 

An  adequate  program  of  training  in  world- 
friendship  and  service  should,  therefore,  bring  one 
into  the  junior  high  school  age  with  a  good  founda¬ 
tion  for  membership  in  the  church. 

How  shall  that  program  of  training  be  continued 
through  this  next  period  of  early  adolescence  ? 

Presentation 

1.  Early  adolescence 

Question:  Why  may  this  period  (about  twelve,  thirteen, 
and  fourteen)  be  regarded  as  a  time  of  peril  ? 

(Note  the  rather  extreme  self-consciousness  of  this  age; 
the  struggle  for  independence;  and  the  dangers  arising  out 
of  the  physical  nature  of  adolescence.) 

Question:  Why  may  this  period  be  regarded  as  a  time 
of  great  opportunity? 

(Note  the  fact  that  by  its  nature  early  adolescence  is  a 
time  of  enlarging  social  vision,  appropriate  for  a  vital  pro¬ 
gram  of  service.  It  is  the  normal  time  for  young  people  to 
enter  upon  church  membership,  which  they  should  do  in 


66 


World-Friendship 


large  measure  from  motives  of  Christian  social  service.  It 
is  a  time  of  independence  and  self-assertion,  which  if  rightly 
guided  may  became  elements  in  genuine  Christian  leader¬ 
ship.) 

2.  An  appropriate  program 

(Call  for  some  of  the  reports  on  the  assignment  given 
in  the  last  lesson:  Select  a  suitable  project  for  the  junior 
high  school  age,  and  outline  a  program  for  working  it  out. 

Discuss  the  projects  selected  on  the  basis  of  such  questions 
as  the  following: 

Is  this  likely  to  prove  of  interest  to  boys  and  girls  of 
this  age  ? 

Will  studying  about  this  cause  and  working  for  it  prove 
actually  beneficial  to  this  group  ? 

Will  it  be  easy  to  secure  material  for  the  working  out  of 
the  project  in  the  various  ways  in  which  it  may  be  worked 
out  ? 

Does  the  cause  possess  merit  in  itself,  so  that  gifts  made 
to  it,  or  service  rendered  for  it,  have  a  basis  in  actual  need  ? 

Discuss  some  of  the  programs  outlined  by  the  class 
members.  Criticize  them  constructively  on  the  basis  of 
such  questions  as  these: 

Does  each  element  in  the  program  contribute  toward 
the  working  out  of  the  project  ? 

Are  all  the  elements  in  the  program  thoroughly  corre¬ 
lated  so  that  each  bears  a  consistent  relation  to  every  other  ? 

Is  every  element  suitable  for  the  age-group  for  which  it 
is  designed  ? 

Is  there  any  reason  why  any  part  of  this  program  is 
inappropriate  in  this  particular  church  ? 

Does  the  program  give  ample  room  for  the  pupils’ 
initiative  ? 


Program  for  Junior  High  School  Age  67 

Does  it  give  sufficient  opportunity  for  self-determina¬ 
tion? 

Does  it  include  elements  of  activity  and  self-expression  ? 

Does  the  plan  include  training  in  the  management  and 
giving  of  money  ? 

Does  the  program  make  adequate  provision  for  the 
acquiring  of  useful  knowledge  ? 

How  is  this  program  likely  to  develop  in  boys  and  girls 
the  attitude  of  friendliness?  Friendliness  toward  whom?) 

Let  us  discuss  the  important  elements  in  the 
program  for  the  intermediate  department: 

(1)  The  financial  support  of  the  cause  chosen: 

Question:  Can  this  be  made  an  opportunity  for  train¬ 
ing  in  the  management  and  giving  of  money?  If  so,  in 
what  ways  ? 

(The  majority  of  families  have  now  adopted  the  plan 
of  giving  regular  allowances  to  children  by  the  time  they 
have  reached  this  age.  This  is  much  to  be  desired,  and  if 
the  church  has  contacts  with  the  home  so  that  it  can  easily 
make  suggestions  to  parents,  it  would  do  well  to  advise 
this  course. 

Gifts  of  the  boys  and  girls  of  this  department  may  in 
ffiis  way  be  actually  their  own.  Some  church  schools  have 
a  rule  against  receiving  any  money  from  children  of  this 
age  unless  they  have  earned  it  or  taken  it  from  their  regular 
allowances.  Training  in  stewardship  must  include  as  the 
first  item  the  practice  of  giving  money  which  is  one’s  own 
to  do  with  as  one  will. 

Training  in  giving  implies  intelligent  giving;  one  must 
know  of  the  cause  to  which  one  gives,  and  make  the  con¬ 
tribution  because  of  a  belief  in  the  worthiness  of  the 
cause.  A  correlated  instructional  program  is  therefore 
necessary.) 


68 


W  orld-F  riendship 


Regularity  in  giving  must  become  the  custom 
of  the  group,  so  that  there  is  a  conscience  in  the 
matter  of  regular  gifts  each  week. 

The  training  program  ought  also  to  develop  the 
habit  of  proportionate  giving,  even  though  no  one 
but  the  individual  concerned  attempts  to  fix  the 
proportion.  As  children’s  allowances  increase, 
the  amounts  they  give  to  religious  and  benevolence 
causes  should  increase;  and  unless  that  is  their 
habit,  there  has  been  a  faulty  element  in  their 
training  program. 

(2)  Instructional  elements  in  the  program: 

(Call  attention  to  the  splendid  biographical  material 
along  the  lines  of  missions  and  world-service  to  be  found  in 
many  of  the  courses  of  study  for  the  junior  high  school  age. 

Discuss  ways  in  which  the  walls  of  an  intermediate 
departmental  or  classroom  may  be  decorated  so  as  to  con¬ 
tribute  to  the  instructional  part  of  the  program. 

Discuss  dramatic  work  for  pupils  of  this  age;  the  prin¬ 
ciples  suggested  in  the  last  lesson  are  equally  appropriate 
for  the  junior  high  school  department. 

Discuss  the  place  of  readings  and  reports  on  themes 
germane  to  the  departmental  project.) 

(3)  Personal  service: 

Question:  Aside  from  the  values  to  be  derived  from 
service  activities  in  general,  as  discussed  in  the  fourth 
lesson,  does  the  early  adolescent  age  derive  any  special 
benefits  from  such  lines  of  activity  ? 

(The  discussion  may  bring  out  as  a  genuine  danger  of 
this  period  a  frequent  tendency  to  too  much  introspection. 
Many  organizations  aggravate  the  situation  by  developing 


Program  for  Junior  High  School  Age  69 

programs  that  give  large  place  to  introspection.  The  best 
antidote  to  that  tendency  is  activity;  those  who  are  busy 
in  Christian  service  are  not  likely  to  suffer  from  an  unwhole¬ 
some  amount  of  introspection. 

Discuss  the  value  of  charts  indicating  service  aims  and 
service  achievements,  for  church,  community,  and  world; 
or  for  as  many  of  those  three  as  come  within  the  scope  of 
the  group’s  aims  in  service. 

Discuss  the  time  best  suited  for  the  group  to  engage  in 
service  activities.  Many  groups  find  it  desirable  to  have  a 
weekly  or  bi-weekly  meeting  for  recreational,  expressional, 
and  service  activities,  according  to  a  schedule  agreed  upon 
by  the  group.) 

(4)  Departmental  worship: 

Question:  How  may  the  junior  high  school  period  of 
worship  and  expression  contribute  to  the  working  out  of  a 
missionary  project  ? 

3.  A  Practical  Problem 

Question:  What  parts  of  this  program  can  best  be  carried 
out  by  boys  and  girls  working  together  as  a  single  group, 
and  what  parts  can  best  be  carried  out  by  boys  and  girls 
working  as  separate  groups  ? 

Conclusion 

Intermediate  pupils  should  center  their  atten¬ 
tion  upon  three  or  four  projects  during  the  year, 
each  carrying  the  idea  of  need,  service,  and  friend¬ 
ship.  There  should  be  some  variety  in  the  geo¬ 
graphical  location  of  these  interests,  ranging  per¬ 
haps  from  the  local  community  to  some  remote 
part  of  the  world;  in  this  way  the  pupils  will 


70 


World-Friendship 


receive  best  results.  The  complete  program  of 
service,  instruction,  giving,  and  worship  should 
appear  as  a  single  program,  each  element  con¬ 
tributing  toward  the  working  out  of  the  main 
project. 

Assignment 

(Make  one  of  the  following  assignments  to  each  of  three 
members  or  groups  of  members  of  the  class.) 

1.  From  the  records,  find  out  how  many  who 
passed  out  of  the  senior  or  high-school  department 
last  year  were  church  members. 

2.  From  the  records,  find  out  what  proportion 
of  those  now  in  your  senior  or  high-school  depart¬ 
ment  of  the  church  school  are  members  of  the 
church. 

3.  Write  briefly  on  the  subject:  “ Should  Our 
High-School  Department  Support  the  Benevolence 
Program  of  the  Local  Church,  or  Ought  It  to  Be 
Free  to  Determine  What  Causes  It  Will  Support  ?  ” 

Readings  on  This  Lesson 

Beard,  Frederica.  Graded  Missionary  Education  in 
the  Church  School ,  chap.  v.  Griffith  and  Rowland  Press, 
1917. 

Diffendorfer,  Ralph  E.  Missionary  Education  in  Home 
and  School ,  chap.  xiii.  Abingdon  Press,  1917. 

Harris,  Hugh  H.  Leaders  of  Youth.  Methodist  Book 
Concern,  1922. 

Hartshorne,  Hugh.  Manual  for  Training  in  Worship. 
Charles  Scribner’s  Sons,  1915. 


Program  for  Junior  High  School  Age  71 

Loveland,  Gilbert.  Training  World  Christians ,  chap.  xi. 
Methodist  Book  Concern,  1921. 

Richardson,  Norman  E.  The  Religious  Education  of 
Adolescents.  Abingdon  Press,  1913. 

Stevenson,  John  A.  The  Project  Method  of  Teaching , 
chap.  Hi.  Macmillan  Co.,  1921. 

Weigle,  Luther  A.  The  Pupil  and  the  Teacher ,  chap.  vi. 
George  H.  Doran  Co.,  1911. 


STUDY  9 

A  PROGRAM  FOR  THE  HIGH-SCHOOL  AGE 
Aim  of  This  Lesson 

To  outline  an  appropriate  program  of  training 
for  the  world-outlook  for  young  people  of  the  last 
three  high-school  years,  approximately  fifteen, 
sixteen,  and  seventeen  years  of  age. 

Approach 

With  this  lesson  we  come  to  a  consideration  of  a 
suitable  program  for  the  high-school  or  senior 
department.  This  includes  young  people  of  the 
period  of  middle  adolescence,  approximately  fifteen, 
sixteen,  and  seventeen  years  of  age. 

Every  member  of  this  department  is  or  ought 
to  be  a  member  of  the  church.  Perhaps  very 
few  churches  have  the  experience  of  actually  enrol¬ 
ling  as  their  members  ioo  per  cent  of  their  senior- 
department  constituency.  The  actual,  however, 
is  not  the  ideal;  they  should  be  members  of  the 
church.  When  we  lay  plans  for  this  group, 
therefore,  we  are  planning  for  the  needs  of  young 
church  members. 

(Call  for  reports  on  the  first  two  assignments  made  at 
the  last  class  meeting,  having  to  do  with  the  percentage 
of  church  members  in  our  own  senior  department,  [i]  con¬ 
sidering  the  department  as  a  whole,  and  [2]  at  the  time  of 


72 


Program  for  the  High-School  Age  73 


graduation  from  the  department.  These  figures  may  prove 
suggestive  for  purposes  other  than  the  one  now  before  us.) 

Even  those  who  are  not  actually  members  of 
this  church  have  a  vital  connection  with  it  through 
its  school.  It  is  not  inappropriate,  therefore, 
even  in  these  latter  cases,  to  plan  a  program  for 
young  church  members,  for  even  those  who  are 
not  yet  on  the  church  roll  must  feel  a  vital  con¬ 
nection  with  the  church  and  regard  it  as  to  all 
practical  purposes  their  own. 

Presentation 

1.  The  primary  problem 

(Call  for  one  or  two  of  the  brief  papers  asked  for  in  the 
last  assignment,  discussing  this  problem:  “Should  Our 
Senior  Department  Support  the  Benevolence  Program  of 
the  Local  Church  or  Should  It  Be  Free  to  Determine  What 
Causes  It  Is  to  Support  ?  ”) 

The  method  employed  in  the  building  of  the 
program  will  be  determined  by  our  answer  to  this 
preliminary  question.  Consider  the  arguments 
for  each  of  the  two  viewpoints. 

(Discuss  the  suggestion  that  the  senior  department 
continue  the  plan  to  which  its  members  have  been  accus¬ 
tomed  in  the  junior  and  intermediate  departments,  viz., 
that  of  deciding  upon  their  own  projects  and  determining 
to  what  needy  causes  their  own  service  and  financial  help 
shall  be  given.  In  this  discussion  full  weight  should  be  given 
to  the  values  involved  in  allowing  young  people  to  make 
their  own  choices,  and  in  a  policy  of  initiative  and  self- 
determination. 


74 


World-Friendship 


Discuss  the  suggestion  that  the  senior  department  as  a 
matter  of  course  support  the  local  church’s  missionary  and 
benevolence  program.  In  defending  this  position  emphasis 
should  be  laid  upon  such  points  as  these) 

a)  As  a  group  of  young  church  members,  it  is 
logical  to  expect  these  young  people  to  carry  on 
the  work  of  their  own  organization.  The  more 
opportunity  they  are  given  to  participate  in  the 
work  and  program  of  the  church,  the  more  will 
they  feel  the  church  to  be  their  own  institution,  and 
the  more  will  they  feel  themselves  to  be  members 
who  really  count. 

b)  For  some  years  these  young  people  have 
been  thinking  of  specific  interests,  isolated  causes. 
The  time  must  come  when  they  shall  think  in  a 
more  comprehensive  way  of  the  church’s  total 
program,  in  the  local  community,  in  various  parts 
of  the  country,  and  in  remote  parts  of  the  world. 
If  the  senior  department’s  project  is  the  total 
missionary  and  benevolence  program  of  the  church, 
its  members  will  have  the  opportunity  of  getting 
that  comprehensive  view. 

c)  The  appropriate  time  for  careful  instruction 
in  the  work  of  the  church,  its  place  in  the  com¬ 
munity,  its  service  for  the  outside  world,  and  the 
essential  machinery  for  carrying  on  its  program 
is  during  this  period.  It  is  the  young  church  mem¬ 
bers  who  need  such  instruction.  If  our  instruc¬ 
tional  program  is  to  be  thoroughly  correlated  with 


Program  for  the  High-School  Age  75 


other  elements  of  the  program,  the  group  that 
receives  such  instruction  should  also  give  its  money 
and  personal  service  to  the  causes  about  which  the 
instruction  is  given. 

Question:  On  the  basis  of  the  papers  read  and  the  class 
discussion,  which  is  the  preferable  policy  for  the  high-school 
department  of  this  church  ? 

2.  A  program  for  this  department 

a)  Instruction: 

(1)  A  course  on  the  church,  its  mission,  its 
program,  its  machinery  for  carrying  out  its  pro¬ 
gram. 

Question :  When  ought  such  a  course  to  be  given  ?  Is  it 
feasible  in  our  own  church  school  to  make  that  the  regular 
course  of  study  for  one  year  of  this  department,  or  for  a 
certain  part  of  the  year? 

(If  no  satisfactory  course  is  found,  covering  this  ground, 
it  will  not  be  difficult  to  prepare  a  simple  outline  on  “Our 
Church,”  by  which  the  pupils  may  make  a  study  of  their 
own  institution,  its  organization,  its  program,  and  the  work 
it  has  a  part  in  doing  in  the  world. 

Indicate  the  desirability  of  having  such  a  course  given 
at  a  time  when  the  entire  constituency  may  be  reached. 
This  would  be  impossible  if  a  special  time  were  chosen  and 
attendance  placed  on  a  voluntary  basis.) 

Such  a  course  will  be  found  to  be  appropriate, 
whichever  method,  as  discussed  under  point  1, 
may  be  followed. 

(Note  the  value  of  certain  other  instructional  courses 
designed  for  about  this  period,  e.g.,  “The  World,  a  Field  for 
Christian  Service,”  “The  Conquering  Christ,”  etc.) 


76 


W  orld-F  riendship 


(2)  Debates:  Not  only  are  well-prepared 
debates  of  interest  to  an  audience  and  valuable 
as  training  to  the  participants,  but  they  serve 
as  a  valuable  method  of  instruction  for  both 
debaters  and  hearers.  Senior  departments  debate 
profitably  on  various  aspects  of  the  church’s 
program,  e.g.,  the  relative  need  of  its  work  in 
America  and  in  foreign  countries;  the  wisdom  of 
aiding  so  generously  in  the  denomination’s  benevo¬ 
lence  program  in  view  of  pressing  needs  in  the  local 
church  and  community,  etc. 

(3)  Plays  and  pageants: 

(Compare  the  formal  and  informal  methods  of  drama¬ 
tization  for  pupils  of  this  age.  By  this  time  young  people 
have  ceased  to  derive  as  much  keen  enjoyment  from  the 
process  of  making  their  own  plays  as  they  did  when  a  little 
younger.  The  informal  method  of  dramatization  has  also 
served  as  an  educational  basis  for  the  adoption  of  a  more 
formal  method  during  the  period  of  middle  adolescence. 
At  this  age  they  are  better  able  to  enter  into  an  appreciation 
of  a  prepared  play  or  pageant  than  heretofore.  There  is 
therefore  no  good  reason  why  prepared  plays  and  pageants 
should  not  be  used  at  this  age  if  used  with  discretion. 
Special  care  should  be  taken  to  avoid  those  attempts  at 
missionary  dramatization  that  are  devoid  of  real  dramatic 
elements,  but  which  consist  largely  of  long  moralizing 
speeches  in  dialogue  form.) 

(4)  Reading:  The  task  of  obtaining  an  inter¬ 
ested  response  to  reading  suggestions,  of  books  or 
magazine  articles  appropriate  to  the  department’s 
world-friendship  project,  will  be  less  difficult  if 


Program  for  the  High-School  Age  77 


some  of  the  suggestions  have  to  do  with  books  and 
articles  in  magazines  not  designated  as  “mission¬ 
ary/’  e.g.,  articles  in  the  National  Geographic 
Magazine ,  Asia,  Atlantic  Monthly ,  etc. 

(Discuss  methods  of  stimulating  reading  of  this  kind 
by  reports  on  readings  at  departmental  meetings,  attempts 
to  give  suggestions  related  to  school  studies,  methods  of 
securing  reading  suggestions  from  members  of  the  group, 
etc.) 

h)  The  worship  and  expressional  period: 

Question:  Ought  pupils  of  this  age  to  have  such  a  period 
planned  and  conducted  by  themselves? 

Question:  How  can  their  worship  and  expressional 
service  be  made  to  contribute  toward  the  working  out  of 
their  project?  (Discuss  this  from  the  point  of  view  of 
the  prayers,  readings,  talks,  and  other  elements  of  the  pro¬ 
gram.) 

c)  Giving: 

If  the  decision  has  been  reached  to  continue 
the  plan  of  selecting  new  projects  from  time  to  time, 
the  offerings  of  the  department  must  be  applied 
to  those  causes.  If,  however,  it  has  been  decided 
to  support  the  program  of  the  church,  each  mem¬ 
ber  of  the  high-school  department  should  be  given 
church  envelopes  as  suggested  in.  Study  3. 

(Discuss  the  question  raised  in  a  preliminary  way  in 
Study  3,  as  to  the  advisability  of  having  only  one  offering 
on  Sunday  from  the  high-school  age,  instead  of  one  at  the 
church  school  and  another  at  the  church  service.  Such  a 
plan  will  emphasize  the  essential  unity  of  the  two  services 
as  parts  of  a  single  institution.) 


78 


W  orld-F  riendship 


Question:  Is  this  the  logical  point  to  introduce  for  the 
first  time  the  plan  of  making  definite  pledges  toward  the 
work  of  the  church,  both  its  local  expenses  and  its  mission¬ 
ary  budget  ? 

Question:  With  such  a  scheme  as  this  adopted,  how 
much  place  should  there  be  in  the  senior  department’s 
program  for  special  financial  appeals  to  worthy  causes? 

d)  Personal  service: 

If  the  program  suggested  is  being  followed,  the 
range  of  the  service  activities  ought  to  be  as 
broad  as  the  range  of  the  church’s  interests. 

(Call  for  suggestions  of  service  activities  appropriate 
for  this  group  in  this  particular  church,  [i]  for  the  local 
church;  [2]  for  the  community;  [3]  for  the  world.) 

In  order  to  achieve  results  of  value,  the  group 
should  set  for  itself  definite  aims  along  these 
lines,  and  have  charts  made  to  keep  prominently 
before  its  members  both  the  aims  and  the  actual 
service  accomplishments. 

Conclusion 

When  pupils  complete  the  work  of  the  senior 
department,  having  followed  some  such  program 
as  that  discussed,  they  will  have  been  trained  for 
the  world-outlook  for  which  the  church  stands — not 
by  merely  studying  about  the  needs  of  the  world 
and  the  church’s  program — but  by  actually  par¬ 
ticipating  in  enterprises  that  tend  to  develop 
within  them  the  attitude  of  friendliness. 


Program  for  the  High-School  Age  79 


Assignment 

1.  Ascertain  the  number  of  families  in  the 
church  that  subscribe  to  (a)  a  religious  paper; 
( b )  a  missionary  paper  or  magazine;  (c)  a  magazine 
that  gives  an  appreciative  understanding  of  other 
peoples.  What  per  cent  of  the  total  number  of 
families  in  the  church  is  each  of  these  figures  ? 

2.  Study  your  own  church  and  bring  in  a  state¬ 
ment  indicating  ( a )  what  opportunities  for  mission 
study,  friendly  service,  and  an  understanding  of 
international  conditions  this  church  offers  for  young 
people,  and  how  many  avail  themselves  of  them; 
(b)  the  same  for  the  men  of  the  church;  (c)  the 
same  for  the  women  of  the  church. 

Readings  on  This  Lesson 

Beard,  Frederica.  Graded  Missionary  Education  in  the 
Church  School ,  chaps,  v  and  vi.  Griffith  and  Rowland 
Press,  1917. 

Diffendorfer,  Ralph  E.  Missionary  Education  in 
Home  and  School,  chap.  xiv.  Abingdon  Press,  1917. 

Harris,  Hugh  H.  Leaders  of  Youth.  Methodist  Book 
Concern,  1922. 

King,  Irving.  The  High  School  Age.  Bobbs-Merrill 
Co.,  1914. 

Loveland,  Gilbert.  Training  World  Christians,  chap.  xi. 
Methodist  Book  Concern,  1921. 

Richardson,  Norman  E.  The  Religious  Education  of 
Adolescents.  Abingdon  Press,  1913. 

S  to  well,  Jay  S.  Making  Missions  Real.  Abingdon 
Press,  1919. 

Weigle,  Luther  A.  The  Pupil  and  the  Teacher,  chap.  vii. 
George  H.  Doran  Co.,  1911. 


STUDY  10 


A  PROGRAM  FOR  YOUNG  PEOPLE  AND 

ADULTS 

Aim  of  This  Lesson 

To  suggest  appropriate  ways  in  which  young 
people  and  adults  may  express  their  friendly  atti¬ 
tude,  and  methods  by  which  they  may  retain  and 
intensify  that  attitude  toward  all  humanity. 

Approach 

In  this  study  the  term  “ young  people”  will 
be  used  to  refer  to  those  in  the  period  of  later 
adolescence,  from  about  eighteen  to  twenty-four 
years  of  age.  The  term  “ adults”  will  be  used  to 
refer  to  those  who  have  passed  beyond  the  age  of 
twenty-four.  It  is  impossible  to  draw  a  sharp 
line  of  distinction,  and  we  must,  therefore,  often 
think  of  the  two  groups  as  one. 

When  people  have  reached  this  point  in  life, 
their  concern  for  others,  their  missionary  interest 
and  activity,  and  their  spirit  of  international 
friendship  will  be  dependent  upon  their  past 
training.  Occasionally  it  happens  that  one  whose 
training  has  been  along  quite  different  lines  may  in 
maturity  develop  into  a  real  “world-Christian.” 
Such  cases,  however,  are  exceptional.  Here  as 


80 


Program  for  Young  People 


8i 


everywhere  it  is  the  early  training  that  counts  for 
the  most. 

When  we  come  to  consider  young  people  and 
adults,  therefore,  our  problem  is  not  one  of  training, 
so  that  they  may  acquire  a  certain  attitude  and 
form  certain  habits.  Our  problem  has  to  do  with 
finding  ways  by  which  young  people  and  adults 
will  retain  that  attitude,  deepen  it,  even  in  the 
face  of  disquieting  experiences,  assume  a  place  of 
leadership  in  the  church’s  program  of  friendliness, 
and  pass  on  to  the  next  generation  an  enrichment 
of  their  own  heritage. 

Presentation 

i.  The  present  situation  in  our  own  church 

(Call  for  a  report  on  the  first  assignment  made  at  the 
last  session:  the  number  and  percentage  of  church  families 
subscribing  for  [a]  a  religious  paper,  [6]  a  missionary  paper  or 
magazine,  and  [c]  a  magazine  that  gives  an  appreciative 
understanding  of  other  peoples,  e.g.,  Asia,  National  Geo¬ 
graphic  Magazine,  etc.) 

Question:  Is  this  a  satisfactory  showing?  Does  it 
represent  as  large  a  proportion  of  our  membership  as 
should  be  represented  ? 

The  newspaper  and  magazine  idea  has  become 
so  completely  a  part  of  American  life  that  it  is 
not  too  much  to  expect  every  family  vitally  inter¬ 
ested  in  the  program  of  the  church  to  subscribe 
for  and  receive  (a)  the  denominational  weekly 
paper,  or  some  other  equally  good  weekly  religious 


82 


World-Friendship 


journal,  and  ( b )  a  denominational  missionary  pub¬ 
lication  or  a  missionary  journal  of  an  interde¬ 
nominational  nature,  such  as  the  International 
Review  of  Missions ,  the  Missionary  Review  of  the 
World ,  or  Every  land.  (The  last-named  magazine 
is  mentioned  because  many  will  feel  that  if  they 
must  choose  between  a  magazine  for  adults  and 
one  primarily  for  children,  the  latter  is  to  be 
preferred,  since  there  is  more  likelihood  of  adults 
profiting  from  a  children’s  magazine  than  there 
is  of  children  receiving  benefit  from  a  magazine 
designed  for  adults.) 

(Discuss  plans  for  conducting  such  a  magazine  cam¬ 
paign. 

Call  for  a  report  on  the  second  assignment  made  at  the 
last  session,  about  the  opportunities  offered  by  the  church 
to  young  people,  men,  and  women  along  the  line  of  informa¬ 
tion  and  service  in  the  church’s  world-project. 

The  leader  should  have  at  hand  such  information  as 
will  make  it  possible  to  indicate  [a]  what  proportion  of  our 
constituency  of  young  people  is  being  touched  by  this 
program;  [b]  what  proportion  of  the  men  of  the  church  is 
making  any  consistent  study  of  the  church’s  world-program, 
or  doing  any  special  service  [aside  from  regular  church 
contributions],  to  meet  world-needs;  [c]  what  proportion 
of  the  women  of  the  church  is  engaged  in  study  or  service 
along  these  lines.) 

The  matter  of  first  importance  is  that  we  become 
aware  of  the  actual  facts  in  our  adult  constituency. 
The  Situation  as  it  is  in  these  particulars  will 


Program  for  Young  People 


83 


indicate  whether  or  not  we  need  to  be  concerned 
about  the  success  of  this  church’s  world-program. 

In  considering  the  program  of  our  church,  we 
must  consider  every  agency.  One  of  our  most 
difficult  tasks  is  to  avoid  duplication  and  over¬ 
lapping.  If  the  women  of  the  church  are  engaged 
in  studying  the  church’s  world-program  through 
some  organization  or  association  that  actually 
enlists  them  in  large  numbers,  there  is  no  need  for 
the  church  school  to  inaugurate  other  duplicating 
courses.  If  the  men  of  the  church,  on  the  other 
hand,  are  making  no  provision  for  instruction  in  the 
world-program  of  the  church,  through  their  brother¬ 
hood  or  other  organization,  by  lectures,  or  dis¬ 
cussions,  or  study,  there  is  manifestly  a  need 
for  the  church  school  to  include  such  courses  for 
its  men. 

Question:  Are  the  missionary  meetings  of  this  church, 
regardless  of  the  organization  under  whose  auspices  they 
may  be  held,  attended  by  the  representative  people  of  the 
church  ?  Or  by  a  certain  select  group  ?  If  the  latter,  what 
may  be  done  to  change  the  situation  ? 

2.  How  to  retain  and  deepen  the  attitude  of 
Christian  friendliness  during  later  adoles¬ 
cence  and  adulthood 

a)  Young  people  and  adults  must  keep  up  to 
date  in  their  information  as  to  the  needs  of  the 
world  and  the  church’s  efforts  to  meet  those  needs. 
The  importance  of  the  religious  journal  and  mis- 


84 


World-Friendship 


sionary  magazine  in  every  home  is  therefore 
obvious. 

b)  The  regular  services  of  the  church  have  their 
place  in  this  program. 

Question:  Do  the  sermons  in  this  church  contribute  to 
the  desired  end  ?  What  specific  suggestions  would  you  make 
to  your  minister  ? 

c )  Classes,  open  forums,  discussions,  debates, 
and  lectures  have  value  in  reaching  the  end  in  view. 

(Discuss  the  present  needs  of  this  church  along  these 
lines.  A  study  and  discussion  of  the  work  of  such  agencies 
as  those  mentioned  in  Study  2,  under  “types  of  knowledge” 
(9),  should  not  be  omitted.  Consider  how  this  group  may 
utilize  such  agencies.) 

d)  Summer  conferences  are  making  a  special 
contribution  toward  solving  the  problem  of  deepen¬ 
ing  in  the  church  the  attitude  of  Christian  friendli¬ 
ness.  Many  of  the  denominations  are  conducting 
young  people’s  conferences  in  various  parts  of  the 
country;  the  Missionary  Education  Movement 
and  other  agencies  do  the  same  at  convenient  points. 
These  conference  places  are  among  the  beauty  spots 
of  the  country,  and  no  more  ideal  vacation  point 
could  be  found  than  many  of  them.  The  wonderful 
fellowship  of  the  group  of  active  and  earnest  young 
people,  the  high  caliber  of  the  programs,  the  oppor¬ 
tunity  for  intimate  association  with  Christian 
leaders  from  near  and  far,  the  free  outdoor  life  and 
wonderful  recreational  advantages  combine  to  give 


Program  for  Young  People 


85 


a  young  people’s  summer  conference  a  charm  that 
is  altogether  unique.  Even  one  or  two  young 
people  returning  to  the  church  after  such  an 
experience  may  infuse  a  new  enthusiasm  for  the 
church’s  work  at  home  and  abroad  into  the  entire 
young  people’s  group,  and  thus  into  the  life  of  the 
entire  church. 

(Brief  statements  from  young  people  who  have  attended 
summer  conferences  will  prove  helpful  at  this  point.) 

e)  The  giving  of  money  is  an  important  factor. 

Question:  How  can  the  giving  of  money  to  the  local  work 
of  the  church,  and  its  outside  interests,  help  one  to  retain 
one’s  attitude  of  Christian  friendliness  toward  others? 

/)  It  is  of  prime  importance  that  we  secure 
people’s  active  service  for  the  church,  the  com¬ 
munity,  and  the  church’s  friendly  work  in  the 
outside  world.  While  personal  service  may  come 
as  a  result  of  interest  in  such  a  cause,  it  is  more 
true  to  say  that  interest  in  such  a  cause  and 
friendliness  toward  others  will  come  as  a  result  of 
active  service.  It  is  important,  therefore,  that  we 
secure  active  participation  in  the  tasks  of  the 
church. 

(Discuss  the  possibility  and  desirability  of  enlisting 
more  people  in  definite  lines  of  responsibility,  instead  of 
giving  many  tasks  to  the  few.  Discuss  this  from  three 
viewpoints:  the  work  itself,  the  efficiency  of  “the  few,” 
and  the  welfare  of  those  who  should  be  enlisted  in  active 
service.) 


86 


World-Friendship 


g)  The  young  people  and  adults  of  the  church 
should  feel  a  responsibility  for  training  the  on¬ 
coming  generation  in  the  church’s  program  of 
world-friendship  and  service.  Upon  no  other 
group  can  this  responsibility  rest.  It  is  their 
privilege  to  train  the  boys  and  girls  under  the 
church’s  care  in  actions  and  habits  of  life  that  are 
Christian,  in  knowledge  essential  to  the  world- 
friendship  program,  and  in  the  attitude  of  Chris¬ 
tian  friendliness  toward  all.  The  young  people 
and  men  and  women  of  the  church  who  accept 
this  responsibility  will  maintain  and  deepen  their 
own  concern  for  the  welfare  of  others  and  for  the 
friendly  enterprises  of  the  church  throughout 
the  world. 

Conclusion 

As  in  all  life,  so  in  the  work  of  the  church,  the 
period  of  training  is  never  at  an  end.  A  youthful 
world-vision  may,  with  a  narrowing  experience, 
become  warped  to  a  middle-age  provincialism. 
The  church  cannot  end  its  period  of  training  if  it 
is  to  have  a  constituency  committed  permanently 
to  the  task  of  world-friendship.  Well-nigh  every 
church  has  its  machinery  of  instruction,  and  prayer, 
and  giving,  and  service,  with  this  end  in  view; 
but  the  real  problem  before  most  of  our  churches 
is  to  present  that  machinery  in  so  attractive  and 
worthful  a  way  that  it  will  not  appeal  to  some  select, 


Program  for  Young  People 


87 


esoteric  group  alone,  but  will  actually  make  its 
impress  upon  the  entire  adult  life  of  our  congre¬ 
gations.  Perhaps  it  is  not  too  much  to  hope  that 
when  we  have  learned  better  how  to  train  our 
boys  and  girls  and  young  people  in  friendly  Chris¬ 
tian  outlook  upon  the  world,  that  vision  will  be 
less  clouded  in  maturity. 

Readings  on  This  Lesson 

Addams,  Jane.  Peace  and  Bread  in  Time  of  War. 
Macmillan  Co.,  1922. 

Bovard,  William  S.  Adults  in  the  Sunday  School , 
chaps,  iii  and  viii.  Abingdon  Press,  1917. 

Dennett,  T.  A  Better  World.  George  H.  Doran  Co., 
1920. 

Diffendorfer,  Ralph  E.  Missionary  Education  in  Home 
and  School ,  chaps,  xv  and  xvi.  Abingdon  Press,  1917. 

Eddy,  Sherwood.  Everybody  s  World.  George  H. 
Doran  Co.,  1920. 

Fleming,  Daniel  J.  Marks  of  a  World  Christian. 
Association  Press,  1919. 

Gulick,  Sidney  L.  The  Christian  Crusade  for  a  Warless 
World.  Macmillan  Co.,  1922. 

Loveland,  Gilbert.  Training  World  Christians ,  chaps, 
xi  and  xii.  Methodist  Book  Concern,  1921. 

Moore,  Edward  C.  The  Spread  of  Christianity  in  the 
Modern  World.  University  of  Chicago  Press,  1919. 

Richardson,  Norman  E.  The  Religious  Education  of 
Adolescents.  Abingdon  Press,  1913. 

Smith,  Frank  Wade.  Leaders  of  Young  People,  chaps, 
ix-xii.  Methodist  Book  Concern,  1922. 


INDEX 


Abilities,  development  of,  8 
Activity,  importance  of,  29-30, 
34,  46,  68-69,  78,  85 
Adults,  26;  a  program  for, 
80-87 

Aims,  definite,  3,  6-7,  78 
Allowances,  25,  67-68 

Attitude  of  friendliness,  1,  8, 
11,  34,  81 

Beginners,  24-25,  43;  a  pro¬ 
gram  for,  42-50 

Benevolences,  4,  73-74 

Bible,  the,  and  world-friend¬ 
ship,  5 

Books.  See  Reading 

Charts,  17,  33,  48,  57,  69,  78 

Child,  the  importance  of  the, 
23-24,  26,  30,  43 

Church,  membership  in  the, 
64-65,  72-73;  service  for 
the,  29-31,  48,  57,  69,  78,  85; 
world-friendship  and  the,  1, 
4-5 

Collecting  interest,  52,  56 
Community,  service  for  the, 
29-32,  57,  69,  78,  85 
Conferences,  summer,  84-85 
Contributions,  4,  12 
Correlation,  53 

Course  of  study,  the,  16,  53,  55 

Debates,  17,  76,  84 
Decisions  by  children,  impor¬ 
tance  of,  22,  24-25,  32,  54, 
67,  73 


Denominational  agencies,  34, 

36-38 

Denominational  programs  and 
helps,  34-41 

Dramatization,  17,45-46,55-56 
Drawing,  46 

Early  adolescence.  See  Junior 
high  school  age 

Envelopes,  church,  25-26,  77 
Everyland  (referred  to),  56 
Exhibits,  17,  56-57 

Federal  Council  of  the 
Churches  of  Christ  in 
America,  14 

Gifts  and  religious  develop¬ 
ment,  8,  26,  54,  85 

Giving,  a  program  of,  20-27; 
guiding  principles  in,  21-24, 
46-47;  relation  of  service 
and  instruction  to,  22,  28, 
33,  45,  58;  training  in,  25, 
67-68,  77 

Habits,  1,  8,  34,  86 
“Half-Bagani,  The,”  56 
Hero-worship,  52 
High-school  age,  25-26;  a  pro¬ 
gram  for,  72-79 

Home,  service  in  the,  48 

Illustrations,  16,  55 
Information,  11  ff. 

Instruction,  11,  68,  75;  meth¬ 
ods  of,  15-18;  relation  of 
giving  and  service  to,  22,  28, 
33,  45,  58,  74 


89 


QO 


W  orld-F  riendship 


Interdenominational  organiza¬ 
tions,  13 

Interest,  8,  n,  85 

Intermediate  age.  See  Junior 
high  school  age 

International  friendship.  See 
World-friendship 

International  ideals,  statement 
of,  14 

Introspection,  68-69 

Junior  age,  25,  51-52;  a  pro¬ 
gram  for,  51-59 

Junior  high  school  age,  25,  65; 
a  program  for,  64-70 

Kindergarten.  See  Beginners 

Knowledge,  1,  8,  n-19,  86; 
types  of,  1 2-14 

Later  adolescence.  See  Young 
people 

Lectures,  16,  84 

Magazines,  9,  15,  77,  81-82 

“Mallie’s  Chanct”  (a  play), 
56,  60-63 

Membership  in  the  church, 
64-65,  72-73 

Middle  adolescence.  See  High- 
school  age 

Missionary  Education  Move¬ 
ment,  9,  16,  37,  45,  84 

Missionary  gifts,  reasons  for, 
5-6 

Missionary  meetings,  83 

Money.  See  Giving 

Money-raising,  18,  22-23 

Motives,  5 

Museum,  56-57 

Notebooks,  57 


Overlapping,  83 

Pageants,  76 
Pictures,  17 

Plays,  76.  See  also  Drama¬ 
tization 

Pledges,  78 

Politics  and  world-friendship, 
1,  6 

Posters,  17 
Prayer,  33,  48 

Primary  age,  24-25,  43*445 
a  program  for,  42-50 

Program,  a  complete,  7;  a 
definite,  2,  7;  a  graded,  7; 
a  tentative,  3 

Projects,  53*54,  58,  66 
Provincialism,  1,  86 

Reading,  15-16,  54-55,  76-77, 
83-84 

Religious  education,  world- 
friendship  and,  1-2,  6-7, 
39*40 

Senior  department.  See  High- 
school  age 

Separation  of  boys  and  girls, 
69 

Service,  8,  28-34,  47-48,  82; 
developing  a  program  of, 
30-31,  57,  78;  possible  forms 
of,  32;  relation  of  giving  and 
instruction  to,  22,  28,  33,  45, 
58;  the  value  of,  29-30, 
68-69,  85 

Stereopticon  lectures,  16 
Stewardship,  22-23 
Stories,  16,  45 
Summer  conferences,  84-85 
Summer  curriculum,  53 


Index 


9i 


Time,  suitable,  for  training  in 
world-friendship,  52-53 

Training,  need  of  permanent, 
86 

Week-day  work,  53 

World,  service  for  the,  29-32, 
57,  69,  78,  85 


World-friendship,  agencies  of, 
13;  importance  of,  1,  80 

World-friendship  program,  a, 
4-10 

Worship,  17,  33,  48,  58,  69,  77 

Young  people,  26;  a  program 
for,  80-87 


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